British Journal of Educational Psychology最新文献

{"title":"Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement.","authors":"Elisa Santana-Monagas, Fernando Núñez-Regueiro, Juan L Núñez","doi":"10.1111/bjep.12736","DOIUrl":"https://doi.org/10.1111/bjep.12736","url":null,"abstract":"<p><strong>Background: </strong>While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations.</p><p><strong>Aim: </strong>This longitudinal study examines the reciprocal relations between controlled and autonomous forms of motivation and academic achievement using the RI-CLPM methodology.</p><p><strong>Sample: </strong>Participants were 1042 high school students (M = 16 years, 52% male adolescents) from 16 different high schools in urban and rural areas.</p><p><strong>Methods: </strong>A random intercept cross-lagged panel model (RI-CLPM) was tested to estimate whether students' autonomous and controlled motivation predicted achievement and/or vice versa. Independent models were estimated for the two types of motivation.</p><p><strong>Results: </strong>Overall, the RI-CLPM results indicated a unidirectional relationship between autonomous motivation and achievement. As for controlled motivation, the results of RI-CLPM models showed no reciprocal relationship between this type of motivation and achievement.</p><p><strong>Conclusions: </strong>These results underline the importance of taking within- and between-person processes into account when analysing reciprocal relations and provide crucial insights for enhancing student motivation and achievement in diverse educational contexts.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016093","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":"Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement.","authors":"Emma J Carpendale, Melissa J Green, Sonia L J White, Kate E Williams, Stacy Tzoumakis, Oliver J Watkeys, Felicity Harris, Kirstie O'Hare, Vaughan J Carr, Kristin R Laurens","doi":"10.1111/bjep.12735","DOIUrl":"https://doi.org/10.1111/bjep.12735","url":null,"abstract":"<p><strong>Background: </strong>The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period.</p><p><strong>Aim: </strong>This study sought to determine the association between self-reported social-emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years).</p><p><strong>Sample: </strong>The study used a large Australian sample (n = 23,865), drawn from the New South Wales Child Development Study population cohort.</p><p><strong>Methods: </strong>The Middle Childhood Survey-Social-Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program-Literacy and Numeracy measure. Associations were examined in multi-level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi-group analyses explored invariance across girls and boys.</p><p><strong>Results: </strong>Self-Awareness and Self-Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy.</p><p><strong>Conclusion: </strong>Findings suggest that bolstering primary school students' intrapersonal social-emotional competencies may safeguard their academic achievement over the transition into secondary school.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016095","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":"Motivating tones to enhance education: The effects of vocal awareness on teachers' voices.","authors":"Silke Paulmann, Netta Weinstein","doi":"10.1111/bjep.12737","DOIUrl":"https://doi.org/10.1111/bjep.12737","url":null,"abstract":"<p><strong>Background: </strong>Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or future) teachers receive education on vocal pedagogy.</p><p><strong>Aims: </strong>This study examined the impact of raising vocal awareness in teachers on their voice production through delivering a voice training program.</p><p><strong>Method: </strong>Specifically, we explored how primary school teacher trainees produced motivational (either soft, warm, and encouraging, or harsh, pressuring, and controlling) and neutral communications before and after the delivery of a voice education program that concentrated on raising voice awareness, vocal anatomy, exercise techniques (e.g. breath control, voice modulation), and voice care.</p><p><strong>Hypotheses: </strong>We hypothesised that trainees' voice production would change over the course of the program and lead to more 'prototypical' displays of motivational prosody (e.g. softly spoken encouraging intentions vs. harshly spoken controlling intentions).</p><p><strong>Results: </strong>Results indicated a noticeable difference when communicating motivational intentions between pre- and post-training voice samples: post training, trainees spoke more slowly and with reduced vocal effort irrespective of motivational intention, suggesting that raising vocal awareness can alter classroom communications.</p><p><strong>Conclusion: </strong>The results underscore the importance of vocal awareness training to create a supportive and autonomy-enhancing learning environment.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142966771","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":"'No words'-Machine-learning classified nonverbal immediacy and its role in connecting teacher self-efficacy with perceived teaching and student interest.","authors":"Rebecca Lazarides, Jonas Frenkel, Uroš Petković, Richard Göllner, Olaf Hellwich","doi":"10.1111/bjep.12732","DOIUrl":"https://doi.org/10.1111/bjep.12732","url":null,"abstract":"<p><strong>Background: </strong>Much is known about the positive effects of teachers' self-efficacy on instruction and student outcomes, but the processes underlying these relations are unknown.</p><p><strong>Aims: </strong>We aimed to examine the effects of teacher self-efficacy for student engagement (TSESE) before a lesson on teachers' nonverbal immediacy (NVI) and their enthusiastic teaching. Furthermore, we examined how NVI and enthusiastic teaching affected students' interest after the lesson, controlling for prior interest.</p><p><strong>Sample: </strong>We used data from the German TALIS video study in the context of the international TALIS study. The study included 50 teachers (46% women) and their 1140 students (53% girls; ageM = 15 years).</p><p><strong>Methods: </strong>We developed a computational model to assess teachers' NVI on classroom video data. Using a multimodal longitudinal approach, we tested sequential processes with multilevel path models.</p><p><strong>Results: </strong>TSESE before the lesson (Time 1) was positively and significantly related to teachers' NVI during the lesson (Time 2). Teachers' NVI (Time 2) was positively related to class-level enthusiastic teaching behaviours, reported after the lesson (Time 3). Student-reported enthusiastic teaching behaviours (Time 3) were significantly and positively associated with students' interest (Time 3) when controlling for students' prior interest (Time 1). Students' interest after the lesson (Time 3) was significantly and positively related to students' interest 6 weeks later (Time 4).</p><p><strong>Conclusions: </strong>Nonverbal behaviours of the teacher are central to classroom instruction by promoting students' perceptions of the teachers' enthusiastic teaching behaviours.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142907747","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":"Gender differences in effects of learning self-efficacy on learning burnout among higher vocational college students in China.","authors":"Dong Yang, Chia Ching Tu","doi":"10.1111/bjep.12733","DOIUrl":"https://doi.org/10.1111/bjep.12733","url":null,"abstract":"<p><strong>Background: </strong>In Chinese higher vocational colleges, students often underperform academically and experience burnout from studying. Developing learning self-efficacy may directly and indirectly address these challenges, and differences in learning self-efficacy between male and female students may have varying effects on their burnout.</p><p><strong>Aims: </strong>We examined the mediating relationships between learning self-efficacy, learned helplessness and learning burnout among Chinese higher vocational college students, as well as the gender-related differences in these relationships.</p><p><strong>Sample: </strong>An online survey collected 1045 valid responses. The sample comprised 513 male students and 532 female students, with an age range of 18-21 years.</p><p><strong>Methods: </strong>A measurement model and multiple structural models for learning self-efficacy, learned helplessness and learning burnout were established through structural equation modelling to evaluate measurement validity and identify the mediating effects among these variables.</p><p><strong>Results: </strong>The findings revealed that learned helplessness partially mediated the relationship between learning self-efficacy and learning burnout among higher vocational college students. Learning self-efficacy directly influenced learning burnout in male higher vocational college students, whereas learned helplessness partially mediated the relationship between learning self-efficacy and learning burnout in female higher vocational college students.</p><p><strong>Conclusions: </strong>The findings indicate that fostering learning self-efficacy can help mitigate the impact of learned helplessness on learning burnout in female students. However, this protective effect was not observed in male students. Teachers in Chinese higher vocational colleges should implement targeted strategies, such as promoting attainable goal-setting techniques, to prevent learned helplessness from contributing to learning burnout in male students.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900277","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 social mistreatment, academic alienation, and developmental challenge on university students' well-being through coping strategies: A longitudinal study.","authors":"Jingwen Jiang, Sylvia Y C L Kwok, Xi Deng","doi":"10.1111/bjep.12730","DOIUrl":"https://doi.org/10.1111/bjep.12730","url":null,"abstract":"<p><strong>Background: </strong>Few studies have concurrently examined how different types of stressors influence university students' well-being through their use of coping strategies. Exploring such effects should enrich our understanding of how individuals develop strategies for coping with specific stressful situations and provide insights into the mechanisms by which different stressors impact students' well-being in higher education contexts.</p><p><strong>Aims: </strong>This study investigated the effects of social mistreatment, academic alienation, and developmental challenge on emotional and psychological well-being via approach and avoidance coping strategies.</p><p><strong>Sample: </strong>The participants were 293 university students in Hong Kong (mean age = 21 years).</p><p><strong>Methods: </strong>We collected three waves of data through longitudinal student self-reports and analysed them using structural equation modelling.</p><p><strong>Results: </strong>Social mistreatment can lead to greater use of avoidance coping. Academic alienation can lead not only to a greater reliance on avoidance coping but also less use of approach coping. Developmental challenge can increase the use of approach coping. The effects of social mistreatment on emotional and psychological well-being were mediated by the use of avoidance coping strategies. Moreover, the effects of academic alienation on emotional and psychological well-being were mediated by the use of approach and avoidance coping strategies.</p><p><strong>Conclusions: </strong>The results of this longitudinal study indicate the need to improve teaching practices or learning environments to reduce interpersonal and academic stressors due to their negative impact on coping and well-being. The results also have implications for helping students to adopt better coping strategies and promote their well-being.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848348","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":"Re-examining cognitive load measures in real-world learning: Evidence from both subjective and neurophysiological data.","authors":"Xiaobo Liu, Yu Zhang","doi":"10.1111/bjep.12729","DOIUrl":"https://doi.org/10.1111/bjep.12729","url":null,"abstract":"<p><strong>Background: </strong>Cognitive load theory is widely used in educational research and instructional design, which relies heavily on conceptual constructs and measurement instruments of cognitive load. Due to its implicit nature, cognitive load is usually measured by other related instruments, such as commonly-used self-report scales of mental effort or task difficulty. However, these concepts are different in nature, as they emphasize distinct perspectives on cognitive processing. In addition, real-world learning is more complex than simplified experimental conditions. Simply assuming that these variables will change in a monotonic way with workload may be misleading.</p><p><strong>Aims: </strong>This study aims to examine whether these measures are consistent with each other, and to discover the neurophysiological basis underlying the potential discrepancy.</p><p><strong>Sample: </strong>The study collected data in both a real-world (Study 1, 22 high school students in 13 math classes) and a laboratory setting (Study 2, 30 students in 6 lab-based math tasks).</p><p><strong>Methods: </strong>In addition to self-report measures, the study also collected multimodal neurophysiological data, such as electroencephalography (EEG), electrodermal activity (EDA), and photoplethysmography (PPG).</p><p><strong>Results: </strong>The results show that although the difficulty level can be perceived with difficulty ratings, it does not lead to the corresponding level of mental effort. Only within an appropriate level of load, can we observe a positive correlation between self-report difficulty and mental effort. Neurophysiological evidence also supports the conceptual discrepancies and group differences, indicating distinct neurophysiological mechanisms underlying these 'similar' constructs.</p><p><strong>Conclusions: </strong>These findings also emphasize the need for combining these concepts to better evaluate students' cognitive load.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856613","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 unrecognized potential of potential-based achievement goals.","authors":"Dirk Tempelaar","doi":"10.1111/bjep.12728","DOIUrl":"https://doi.org/10.1111/bjep.12728","url":null,"abstract":"<p><strong>Background: </strong>For over a decade, growth-oriented achievement goal constructs like potential-based goals and personal best goals have remained relatively unnoticed. This empirical study aims to highlight that goal theorists might be limiting themselves by not incorporating potential-based goals into their frameworks.</p><p><strong>Aims: </strong>The primary objective of this research was to underscore the significant yet underappreciated role of potential-based goals in empirical studies within the 3 × 2 achievement goal framework.</p><p><strong>Samples: </strong>The sample comprises 10,079 international undergraduate students from a Dutch university, drawn from nine cohorts spanning academic years from 2015/2016 to 2023/2024.</p><p><strong>Methods: </strong>To validate the eight-factor measurement model of achievement goals, we employed first and second-order confirmatory factor analyses. Correlational analysis and structural equation models were utilized to explore the relationships between achievement goal measures, various learning dispositions, and academic performance.</p><p><strong>Results: </strong>Our analysis shows that all eight goal constructs clearly distinguish and confirm both first-order and second-order factor analysis models based on approach and avoidance factors. Further analyses include obtaining correlations and structural equation prediction models, where goal setting facets predict learning mindsets, such as intelligence theories, effort beliefs, autonomous and controlled regulation, motivation, engagement, learning approaches, and performance strategies.</p><p><strong>Conclusions: </strong>Within a system of criterion-referenced grading of courses, our findings indicate that potential-based goals play a pivotal role in exploring relationships with other learning dispositions and predicting performance. It is therefore imperative to incorporate these goals into our measurement instruments for goal frameworks, even if it means prioritizing them over other types of intrapersonal goals.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824541","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":"Why does the brain matter for education?","authors":"M S C Thomas, Y Arslan","doi":"10.1111/bjep.12727","DOIUrl":"https://doi.org/10.1111/bjep.12727","url":null,"abstract":"<p><strong>Background: </strong>The present special issue on mind, brain and education (educational neuroscience) contains four papers that employ a neuroscience-informed approach to educational phenomena, including dyslexia, academic self-concepts, bullying and the effect of mindset on learning.</p><p><strong>Aim: </strong>This commentary positions the papers with respect to the goals and methods of educational neuroscience, placing them on a continuum of approaches from basic research to applied intervention.</p><p><strong>Procedure: </strong>We argue that a focus on the brain matters for teachers because it increases understanding of how learning works and the factors that influence learning outcomes and student well-being without being reductionist. Constraints on learning that arise from biology sometimes seem arbitrary outside a neuroscience framework (several examples are provided). A neuroscience perspective encourages a more holistic and developmental view of learning than a narrow cognitive (memory) oriented approach. Because educational neuroscience is an inherently translational field that relies on dialogues between researchers and practitioners, we argue it is important to understand how teachers view the field and how insights from the science of learning might usefully feed into their practice. We then assess the insights, strengths and limitations of the four papers, as well as the potential that their respective lines of work offer.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774578","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 language use in middle school informational writing.","authors":"Cherish M Sarmiento, Adrea J Truckenmiller, Eunsoo Cho, Heqiao Wang","doi":"10.1111/bjep.12724","DOIUrl":"https://doi.org/10.1111/bjep.12724","url":null,"abstract":"<p><strong>Background: </strong>Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction.</p><p><strong>Aims: </strong>We evaluated middle school students' informational writing for six different measures of AL to determine which ones were most strongly related to writing quality and were most indicative of the unique features of informational writing. We also examined which metrics were sensitive to growth across middle school.</p><p><strong>Sample: </strong>Our sample consists of informational compositions from 285 students in Grade 5 (n = 175) and Grade 8 (n = 110) in a Midwestern state in the United States.</p><p><strong>Methods: </strong>Path modelling was used to determine the degree to which the AL metrics are associated with writing quality and narrativity in each grade.</p><p><strong>Results: </strong>Overall, the six measures of AL explained 70% of the variance in students' writing quality. We found that a new measure, number of long words, outperformed other more established measures at the word level and should be used in assessment of informational writing quality. We also found that automated scores at the sentence level better detected development across middle school grade levels than typical rubrics of writing quality.</p><p><strong>Conclusion: </strong>Results provide promising avenues for the assessment of malleable aspects of AL in middle school informational writing.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569218","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}