British Journal of Educational Psychology最新文献

{"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}

{"title":"The essential role of peer relationships in students' motivation during adolescence.","authors":"Fabian Schimmelpfennig","doi":"10.1111/bjep.12772","DOIUrl":"https://doi.org/10.1111/bjep.12772","url":null,"abstract":"<p><strong>Background: </strong>Mid-adolescence is a critical developmental stage during which peer relationships become increasingly important, while academic motivation tends to reach its nadir. Although positive peer relationships are known to promote students' motivation and that high motivation can benefit more positive social behaviours, no studies have examined this association reciprocally over time.</p><p><strong>Aims: </strong>Accordingly, this study aimed to test the potential reciprocal relationship between mid-adolescent students' motivation and their perceived peer relationships in class by considering (a) different facets of peer relationships, (b) the peculiarities of peer relationships in high-track schools and (c) the quality of motivation in a differentiated way.</p><p><strong>Sample: </strong>Questionnaire data from 779 high-track students from Germany (Range_age = 12-15; 57% female) were used to test the interplay between students' perceptions of peers as positive and negative motivators, the student-student relationship and the quality of motivation (i.e., extrinsic, introjected, identified regulation, intrinsic).</p><p><strong>Method: </strong>A latent cross-lagged panel model (CLPM) considering students' grades was run to examine the interplay.</p><p><strong>Results: </strong>The results of the CLPM show that students' perceptions of peers as positive motivators, as well as positive student-student relationships at the beginning of eighth grade, positively predict students' identified regulation at the end of ninth grade. In contrast, students' perceptions of peers as negative motivators negatively predict their identified regulation over time.</p><p><strong>Conclusions: </strong>Fostering peers as positive motivators in school might be beneficial for fostering quality motivation in students, particularly for identified regulation. Poor grades can encourage the tendency to let peers exert influence as negative motivators.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781576","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":"Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non-immigrant students.","authors":"Mafalda L Campos, Francisco Peixoto","doi":"10.1111/bjep.12774","DOIUrl":"https://doi.org/10.1111/bjep.12774","url":null,"abstract":"<p><strong>Background: </strong>Immigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that solely knowing noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.</p><p><strong>Aims: </strong>This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well-being and sense of school belonging, and comparing them among native and non-native students.</p><p><strong>Methods: </strong>We used structural equation modelling to test a theoretically proposed model. Multi-group analysis compared associations between native and non-native students, with additional analyses exploring differences between first- and second-generation students.</p><p><strong>Results: </strong>Immigrant status is linked to higher reports of bullying and poorer friendship quality. First-generation (1G) immigrants are particularly affected in their friendships compared to second-generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non-natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well-being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.</p><p><strong>Conclusions: </strong>Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774765","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":"Unveiling situation-specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis.","authors":"Tanja Bross, Anne Christiane Frenzel, Ulrike Elisabeth Nett","doi":"10.1111/bjep.12765","DOIUrl":"https://doi.org/10.1111/bjep.12765","url":null,"abstract":"<p><strong>Background: </strong>In their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.</p><p><strong>Aims: </strong>This study aimed to explore teachers' emotion regulation in their daily work life. Furthermore, we examined their emotions, specific situations and well-being linked to regulation behaviour.</p><p><strong>Sample: </strong>In total, 165 teachers (mean age 43.31 years; 83.6% female) participated in a diary study for two weeks.</p><p><strong>Methods: </strong>We assessed eight emotion regulation strategies, joy and anger, the valence and context of the situation and emotional exhaustion. The data were analysed using multilevel latent profile analyses.</p><p><strong>Results: </strong>We found different combinations of emotion regulation strategy use at the situational level (Level 1) and the person-level (Level 2). At the person-level, only a few teachers (17.4%) were able to flexibly apply different strategies in different situations, while most teachers regulated their emotions predominantly with a specific set of strategies. Experiencing joy, as well as the valence and the context of the situation, mattered for emotion regulation at the situational level. Emotional exhaustion at the person-level was not linked to profile probability.</p><p><strong>Conclusion: </strong>The findings highlight the complexity of teachers' emotion regulation, revealing diverse regulation patterns and profiles influenced by emotions and situational factors, while underscoring the limited flexibility in strategy use among most teachers.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765785","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":"Peer relations and motivation in special secondary education: Experiences of adolescents with social, emotional and behavioural difficulties.","authors":"Willeke Norder, Anke de Boer, Alexander Minnaert","doi":"10.1111/bjep.12773","DOIUrl":"https://doi.org/10.1111/bjep.12773","url":null,"abstract":"<p><strong>Background: </strong>According to Self-Determination Theory (SDT), motivation is inherently present in every individual, growing from amotivation via controlled to autonomous motivation, through fulfilment of the basic psychological needs for autonomy, competence and relatedness. Peer relatedness has been found to influence motivation multimodally. Students with social, emotional and behavioural difficulties (SEBD) in special education risk additional challenges in motivation and peer relations. How peer relations influence school motivation according to SEBD students' experiences remains unclear.</p><p><strong>Aims: </strong>Investigating how peer relations influence SEBD students' motivation in special secondary education.</p><p><strong>Sample: </strong>Forty-nine SEBD students (age 12-18) from 11 special secondary schools in the north of the Netherlands.</p><p><strong>Methods: </strong>Transcripts of semi-structured interviews from an SDT perspective were thematically analysed for particular information on peer relations and motivation.</p><p><strong>Results: </strong>Students positively graded their motivation. Peer relations and students' motivation seemed to influence each other: (1) friends and classmates were salient reasons for school attendance; (2) peer relations influenced schoolwork motivation through relatedness, distraction, cooperation, engaging each other and being alone/loneliness.</p><p><strong>Conclusions: </strong>Consistent with previous findings, peer relations influence students' motivation in special secondary education. This influence seems reciprocal, additionally shaped by SEBD and a special education context. Feelings of (not) belonging in special education influenced school attendance and schoolwork motivation through different mechanisms, with which variations in motivational orientation, diagnosis and gender might interfere. Future research should investigate the influence of type of diagnosis, additional roles of competence and autonomy for SEBD students and possible generalizations of findings in other special and mainstream education settings.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755683","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 secret language of peers: How peer behaviours signal mindset and influence classroom experiences.","authors":"Eunjin Seo, So Yeon Lee, Katherine Muenks, Yiqiu Yan","doi":"10.1111/bjep.12759","DOIUrl":"https://doi.org/10.1111/bjep.12759","url":null,"abstract":"<p><strong>Background: </strong>Extending recent work on mindset contexts, researchers have explored how peer mindsets relate to students' outcomes in the classroom. However, little is known about the specific behaviours that signal peer mindsets to students, and prior work has used correlational methods.</p><p><strong>Aim: </strong>The present study aims to identify specific peer behaviours that indicate their mindset beliefs to others and their impact on students' psychological and academic experiences.</p><p><strong>Methods: </strong>We conducted qualitative focus groups (N = 15) and an experiment (N = 605) with undergraduate students. We developed vignettes that experimentally manipulated mindset-signalling peer behaviours in a hypothetical peer. Participants then rated their perceptions of the hypothetical peer's mindset and their expected classroom experiences.</p><p><strong>Results: </strong>We found that seven peer behaviours-self-deprecation, withdrawing effort, explicit verbal messages, competitiveness, disinterest in helping others, boasting about success, and downplaying struggles-shaped students' perceptions of peer mindset. These perceptions, in turn, influenced their anticipated sense of belonging, imposter feelings, evaluative concerns, and academic risk-taking. Female students were more likely to perceive competitive and unhelpful peers as having a fixed mindset.</p><p><strong>Conclusion: </strong>The findings underscore the importance of peers in fostering inclusive, motivation-supportive classrooms. The seven identified behaviours serve as a foundation for future interventions designed to reshape peer interactions and foster a classroom environment that promotes a growth mindset.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755720","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}