British Journal of Educational Psychology最新文献

{"title":"Editorial Acknowledgement","authors":"","doi":"10.1111/bjep.12726","DOIUrl":"https://doi.org/10.1111/bjep.12726","url":null,"abstract":"","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"219-221"},"PeriodicalIF":3.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143362274","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 relationship between trait- and state-math anxiety and math engagement: The role of math learning context and task difficulty.","authors":"Siwen Guo, Shanhui Liao","doi":"10.1111/bjep.12746","DOIUrl":"https://doi.org/10.1111/bjep.12746","url":null,"abstract":"<p><strong>Background: </strong>Various findings regarding the relationship between math anxiety and engagement have been identified in the literature, with many focusing on general math anxiety and overall math engagement.</p><p><strong>Objectives: </strong>Based on the control-value theory, this study examined the relationships between trait- and state-math anxiety and behavioural and cognitive engagement in math under daily practice and exam preparation conditions across math tasks of varying difficulty levels.</p><p><strong>Methods: </strong>A survey study with 449 high school students and an experimental study with 33 freshmen were conducted. Students' trait- and state-math anxiety, as well as behavioural and cognitive engagement in math, were measured under daily practice and exam preparation conditions across easy and difficult math tasks.</p><p><strong>Results: </strong>A two-level latent variable model was built in the survey study, and two-way ANOVAs and regressions were used in the experimental study. Students exhibited greater state anxiety under exam preparation conditions in the survey study and showed differences in state-math anxiety and engagement across learning contexts and math tasks in the experimental study. Students with higher trait-math anxiety displayed less engagement in both studies, while those with higher state-math anxiety when facing difficult tasks tended to engage more cognitively in the experiment.</p><p><strong>Conclusions: </strong>These findings demonstrated discrepancies in the relationships between trait- and state-math anxiety and math engagement, while accounting for learning context and task difficulty.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257226","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 associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement.","authors":"Sanni Pöysä, Kati Vasalampi, Joona Muotka, Marja-Kristiina Lerkkanen","doi":"10.1111/bjep.12739","DOIUrl":"https://doi.org/10.1111/bjep.12739","url":null,"abstract":"<p><strong>Background: </strong>Teachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours.</p><p><strong>Aims: </strong>This study examined the extent to which teachers' self-rated lesson-specific positive and negative emotions are associated with the observed quality of teacher-student interactions in terms of emotional support, classroom organization and instructional support as well as students' behavioural engagement in the same lesson.</p><p><strong>Sample: </strong>The participants comprised 84 subject teachers (76.2% female) and 907 students (15-16 years old; 50.1% female) from 26 Finnish lower secondary schools.</p><p><strong>Methods: </strong>The data consisted of video-recordings from a total of 282 lessons (M = 3.36 lessons/teacher). The quality of teacher-student interactions and students' behavioural engagement was assessed using the Classroom Assessment Scoring System-Secondary (CLASS-S) observational instrument. Data regarding teachers' positive and negative emotions were collected at the end of each video-recorded lesson using the In Situations Teacher (InSitu-T) Instrument. The collected data were analysed using cross-classified two-level modelling.</p><p><strong>Results and conclusions: </strong>The findings revealed that teachers' positive and negative emotions were positively and negatively associated, respectively, with the observed quality of teacher-student interactions in terms of emotional support and classroom organization but not instructional support. The results provide evidence of the associations between teachers' emotions and students' observed behavioural engagement. The findings complement the literature by highlighting the importance of observational data, along with teacher and student ratings.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081637","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":"Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement.","authors":"Alper Uslukaya","doi":"10.1111/bjep.12745","DOIUrl":"https://doi.org/10.1111/bjep.12745","url":null,"abstract":"<p><strong>Aim: </strong>Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement.</p><p><strong>Method: </strong>For this purpose, data collected in three waves at four-month intervals from 473 teachers (51.6% women; mean age = 42.26) working in schools at different levels in the centre of Elazığ province, eastern Turkey, during the 2022-2023 academic year were used. The relationships between the variables were analysed using a cross-lagged panel model with latent variables.</p><p><strong>Results: </strong>The findings showed that empowering leadership positively related to work engagement and negatively related to teacher ostracism. Work engagement, in turn, is negatively related to teacher ostracism. Additionally, empowering leadership was found to be negatively related to teacher ostracism through work engagement.</p><p><strong>Conclusion: </strong>These results suggest that empowering leadership may be a crucial factor in preventing teacher ostracism, both directly and by enhancing employee engagement. The article concludes by discussing the theoretical contributions of the findings and presenting practical implications to help mitigate the risk of teacher ostracism.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124087","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":"Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes.","authors":"Ruben Trigueros, Alejandro García-Mas","doi":"10.1111/bjep.12744","DOIUrl":"https://doi.org/10.1111/bjep.12744","url":null,"abstract":"<p><strong>Introduction: </strong>In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations.</p><p><strong>Method: </strong>The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN.</p><p><strong>Results: </strong>Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ²/gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ²/gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations.</p><p><strong>Conclusion: </strong>Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143124088","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":"Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach.","authors":"Anne C Frenzel, Hannah Kleen, Anton K G Marx, David F Sachs, Franziska Baier-Mosch, Mareike Kunter","doi":"10.1111/bjep.12734","DOIUrl":"https://doi.org/10.1111/bjep.12734","url":null,"abstract":"<p><strong>Introduction: </strong>Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but the links between teacher enthusiasm and teacher language are unknown so far.</p><p><strong>Methods: </strong>The present contribution fills this research gap by applying lexicon-based sentiment analysis to quantify teachers' emotional tone from transcribed teacher utterances obtained from video recordings of full mathematics lessons (45 min). N = 19 secondary school mathematics teachers and their N = 393 students participated in our study. We realised the sentiment analysis using Remus et al.'s emotion lexicon SentiWS (v2.0, 2019). We obtained both teacher self-reports and student ratings to assess teachers' enthusiasm, shown habitually (trait), and during the videotaped lesson (in situ).</p><p><strong>Results: </strong>Regarding trait enthusiasm, teachers' own, but not the students', ratings were positively linked with teachers' verbally expressed sentiment in the videotaped lesson, specifically its positive valence. Regarding in-situ enthusiasm, associations were even larger but also did not reach significance for the student ratings.</p><p><strong>Conclusion: </strong>This is the first study to employ sentiment analysis on transcripts of German teachers' in-class talk. Besides the quantitative links between teacher enthusiasm and their language, it also provides qualitative insights on positive emotional teacher talk in mathematics.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068731","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":"Antecedents of university students' self-leadership: The roles of teacher developmental feedback and student proactive vitality management.","authors":"Dongdong Wang, Zongrui Liu, Yun Wang, Junlin Zhang","doi":"10.1111/bjep.12743","DOIUrl":"https://doi.org/10.1111/bjep.12743","url":null,"abstract":"<p><strong>Background: </strong>Self-leadership is of significant importance to the growth and development of college students. However, few studies have systematically examined how teachers and college students can work together to cultivate the self-leadership of college students.</p><p><strong>Aims: </strong>Based on the social cognitive theory, this paper aims to propose and teste a comprehensive model examining the comprehensive influence effects of teacher developmental feedback, student proactive vitality management, and psychological resilience on student self-leadership.</p><p><strong>Sample: </strong>Data from 807 valid respondents were collected via online questionnaire surveys administered at several universities in Southeast China.</p><p><strong>Methods: </strong>The validation and robustness testing of the variables were conducted using SPSS version 22.0. The discriminant validity of our measures was assessed using AMOS version 24.0. Finally, the proposed model was tested using Hayes' PROCESS macro in SPSS version 22.0.</p><p><strong>Results: </strong>Both teacher developmental feedback and student proactive vitality management were positively related to student self-leadership. Moreover, psychological resilience mediated the relationships between teacher developmental feedback and student self-leadership, as well as between student proactive vitality management and student self-leadership. Additionally, teacher developmental feedback was more strongly related to student self-leadership when student proactive vitality management was higher.</p><p><strong>Conclusions: </strong>Our research demonstrates the potential of using social cognitive theory to understand the multifaceted drivers of students' self-leadership. Specifically, both teacher developmental feedback and student proactive vitality management contribute to enhancing student self-leadership through psychological resilience.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068688","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":"Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.","authors":"Ningning Zhao, Diya Dou, Xiaohan Chen, Fumei Chen, Rui Luo, Xiaoqin Zhu, Guo-Xing Xiang","doi":"10.1111/bjep.12742","DOIUrl":"https://doi.org/10.1111/bjep.12742","url":null,"abstract":"<p><strong>Background: </strong>The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers' achievement goals is associated with students' academic performance.</p><p><strong>Aims: </strong>The current study sought to investigate the impact of congruence and discrepancy between students' perceptions of teachers' and parents' achievement goals, including mastery goals and performance goals, on students' academic performance in mathematics and language.</p><p><strong>Sample and methods: </strong>Data were collected from a sample of 4944 Chinese students from Grades 3 to 8 using self-reported questionnaires. Polynomial regression with response surface analyses were employed to analyse the data.</p><p><strong>Results: </strong>The results indicated that students' performance in both mathematics and language improved when congruence levels were high in perceived teachers' and parents' mastery goals. Conversely, the congruence level between perceptions of teachers' and parents' performance goals was only related to students' mathematics performance.</p><p><strong>Conclusions: </strong>The findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143054247","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":"Academic motivation-achievement cycle and the behavioural pathways: A short-timeframe experiment with manipulated perceived achievement.","authors":"TuongVan Vu, Martijn Meeter, Abe Hofman, Brenda Jansen, Lucía Magis-Weinberg, Elise van Triest, Nienke van Atteveldt","doi":"10.1111/bjep.12731","DOIUrl":"https://doi.org/10.1111/bjep.12731","url":null,"abstract":"<p><strong>Background: </strong>The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data.</p><p><strong>Aims: </strong>Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied the causality of these relations by analysing the dynamics between motivation and achievement (rather than examining them as individual constructs) when perceived achievement was experimentally manipulated.</p><p><strong>Sample(s): </strong>The study employed a short-timeframe experiment in which 309 Dutch undergraduate students (M_age = 19.89, SD = 2.08) learned new English vocabulary.</p><p><strong>Methods: </strong>Their motivation, effort, and achievement were measured at multiple time points within one hour. Midway through the experiment, participants received manipulated feedback indicating an achievement decline, which was expected to influence their subsequent motivation, effort, and actual achievement. A random-intercept cross-lagged panel framework was employed to model how one construct influenced another over time.</p><p><strong>Results: </strong>We found a unilateral effect of achievement on motivation (i.e., no reciprocity), which remained stable across the time points. Our experimental manipulation partially supported a causal interpretation of the unilateral achievement→motivation pathway. Additionally, no mediation effect of effort was identified: motivation was not associated with effort, nor was effort linked to achievement.</p><p><strong>Conclusions: </strong>Our findings underscore the importance of further exploration of behavioural mediation pathways, a broad operationalization of motivation, and the application of appropriate modelling strategies to investigate the motivation-achievement reciprocity.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034889","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":"Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective.","authors":"Xin Yuan, Xuan Tang","doi":"10.1111/bjep.12740","DOIUrl":"https://doi.org/10.1111/bjep.12740","url":null,"abstract":"<p><strong>Aim: </strong>From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning.</p><p><strong>Methods: </strong>A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling conditions: L1-bilingual, bilingual-bilingual, L2-L2, and no subtitles.</p><p><strong>Results: </strong>Results suggested a statistically significant advantage for the L1-bilingual condition over other conditions for word form and meaning recall. The sequential use of L1 and bilingual subtitles also elicited the lowest cognitive load. This study suggests that the viewing sequence that starts with L1 subtitles might increase the efficiency of viewing-based incidental vocabulary learning and have the potential to reduce cognitive load.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016094","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}