British Journal of Educational Psychology最新文献

{"title":"Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation.","authors":"Juliane Schlesier, Ramona Obermeier, Michaela Gläser-Zikuda","doi":"10.1111/bjep.70028","DOIUrl":"https://doi.org/10.1111/bjep.70028","url":null,"abstract":"<p><strong>Background: </strong>Early secondary school students' perceptions of their social relationships in class are closely linked to their levels of motivation. However, person-centred research examining patterns of social relationships with both peers and teachers remains limited.</p><p><strong>Aims: </strong>This study explored the existence, stability and transitions of latent profiles of students' social relationships over time, as well as their interconnectedness with students' motivation, gender, immigration background and educational track.</p><p><strong>Sample(s): </strong>The sample included 1343 5th grade students (first year after transitioning to secondary school), assessed at three time measurement points.</p><p><strong>Methods: </strong>Latent profile analysis (LPA) was used to identify patterns of students' perceived social relationship quality. We also used latent transition analysis (LTA) to explore the stability and transitions between profiles over time, taking into account students' motivation, gender, immigration background and educational track.</p><p><strong>Results: </strong>Four profiles of social relationship quality were identified at each time point: low (P1), moderate (P2), high (P3) and solid (P4). Profiles with lower-quality relationships were the least stable across time. Intrinsic motivation was a key predictor of profile transitions, with higher motivation increasing the likelihood of moving to profiles with better-quality relationships. Gender, immigration background and educational track influenced initial profile assignment significantly.</p><p><strong>Conclusions: </strong>The findings highlight the dynamic nature of perceived social relationships in early secondary school. Interventions that enhance intrinsic motivation might be useful in promoting students' social development.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034718","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 influence and student goal orientations: A commentary.","authors":"Kathryn R Wentzel","doi":"10.1111/bjep.70029","DOIUrl":"https://doi.org/10.1111/bjep.70029","url":null,"abstract":"<p><strong>Background: </strong>Relationships and interactions with peers have been related consistently to a range of motivational outcomes at school. This collection of papers has important implications for and raises interesting questions about the role that classmates play in motivating each other to engage academically. This is especially important given that the 'how' and 'why' of social influence on academic motivation has rarely been addressed in a systematic fashion.</p><p><strong>Aims: </strong>This commentary addresses four issues: (1) how goals are defined and assessed; (2) how peer contexts, including relationships and interactions, are defined and assessed; (3) how and why peer relationships are related to student goal-setting; and (4) how other social contexts might explain student goal-setting in addition to or instead of peer influence.</p><p><strong>Samples and methods: </strong>This commentary is organized around seven papers that focus on various aspects of peer relationships in relation to motivation as it manifests in students' goal-setting.</p><p><strong>Results: </strong>The authors of these papers focus on various aspects of peer relationships and peer-related processes, including social network analysis and peer ratings informed by multiple peers, and students' perceptions of peer-related characteristics and activities using single-informant assessments. The papers focus on peer network characteristics in relation to achievement goal orientations, and how perceived support from peers is related significantly to aspects of self-regulated motivation, including efforts to achieve mastery-related goals.</p><p><strong>Conclusions: </strong>These papers underscore the notion that social contexts are central to understanding students' motivation to learn. However, many unanswered questions remain concerning when and how peers exert their influence.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006851","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 role of academic self-concepts, parent expectations and teacher-student interactions in socio-economic gaps in educational attainment.","authors":"Caoimhe Dempsey, Selina McCoy","doi":"10.1111/bjep.70025","DOIUrl":"https://doi.org/10.1111/bjep.70025","url":null,"abstract":"<p><strong>Background: </strong>Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes.</p><p><strong>Aims: </strong>We examine SES differences in (a) changes in parent expectations and academic self-concepts from primary to secondary school and (b) interactions between teacher-student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment.</p><p><strong>Sample and methods: </strong>Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self-concepts (9 and 13 years); quality of teacher interactions (13 years); and third-level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years).</p><p><strong>Results: </strong>From 9 to 13 years, children from low SES families experience a steeper drop in academic self-concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self-concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher-child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children.</p><p><strong>Conclusions: </strong>We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006823","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":"Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school students.","authors":"Hengchang Huang, Zhijun Cheng, Bingxin Cai, Jing Long, Xiaomin Lin, Yong Zhang, Yangmei Luo, Xuhai Chen","doi":"10.1111/bjep.70031","DOIUrl":"https://doi.org/10.1111/bjep.70031","url":null,"abstract":"<p><strong>Background: </strong>Test anxiety is known to be negatively associated with emotional resilience. However, some studies suggest that emotional resilience helps adolescents manage test anxiety, while others argue that test anxiety undermines emotional resilience.</p><p><strong>Aims: </strong>This study aims to clarify the developmental trajectories of emotional resilience and test anxiety in high school students, explore their interrelationships over time, and investigate potential gender differences.</p><p><strong>Sample(s): </strong>The study utilised three waves of survey data from 637 high school students.</p><p><strong>Methods: </strong>A latent growth model was employed to examine the overall developmental trajectories of emotional resilience and test anxiety. A parallel-process latent class growth model was used to identify joint developmental patterns and explore gender differences. A cross-lagged model was applied to explore the prospective associations between the two variables separately for boys and girls.</p><p><strong>Results: </strong>Emotional resilience declined with grade progression, while test anxiety increased. Joint trajectories analysis identified three patterns: \"low stable resilience - high stable anxiety,\" \"moderate declining resilience - moderate increasing anxiety,\" and \"high declining resilience - low increasing anxiety.\" Girls were more likely than boys to be classified into \"low stable resilience - high stable anxiety\" group. Longitudinal analyses revealed gender differences: for boys, higher emotional resilience predicted lower future test anxiety, whereas for girls, higher test anxiety predicted lower emotional resilience.</p><p><strong>Conclusions: </strong>The developmental trajectories of emotional resilience and test anxiety exhibit heterogeneity and gender differences. The findings highlight the importance of considering gender when designing interventions to enhance emotional resilience and reduce test anxiety.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144993403","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":"Longitudinal trajectories of parent-teacher communication during elementary school: Investigating child academic skills, school enjoyment and self-perceived ability.","authors":"Maggie Roy, Catherine Julien, Jasmine Gobeil-Bourdeau, Marie-France Nadeau, Caroline Fitzpatrick, Gabrielle Garon-Carrier","doi":"10.1111/bjep.70026","DOIUrl":"https://doi.org/10.1111/bjep.70026","url":null,"abstract":"<p><strong>Background: </strong>Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school.</p><p><strong>Aims: </strong>This study establishes longitudinal trajectories of parent-teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived ability.</p><p><strong>Sample: </strong>A population-based cohort of school-aged children (N = 1486, 51.4% boys).</p><p><strong>Methods: </strong>The quality of parent-teacher communication was reported by mothers when the children were aged 6, 7, 8 and 10 years. At age 10, children's mathematics and vocabulary skills were measured using standardized measures. At age 12, children provided self-reports on school enjoyment and self-perceived ability.</p><p><strong>Results: </strong>Latent class growth analysis identified three trajectories: high (60.9%, n = 906), moderately high (34.4%, n = 512) and low-quality parent-teacher communication (4.7%, n = 68). Child externalizing and internalizing behaviours, as well as suboptimal parenting practices, were associated with the low-quality trajectory. Children of mothers in the low-quality parent-teacher communication trajectory reported lower self-perceived ability at age 12, compared to children in the high-quality communication trajectory. However, there were no significant differences between the groups in school enjoyment, vocabulary skills or mathematics skills.</p><p><strong>Conclusions: </strong>Findings reveal that preventive efforts could be implemented by teachers to actively engage with parents of these children. This could involve providing guidance to parents on effective communication strategies, while teachers should also be mindful of their own communication skills.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976549","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 reciprocal dynamics of peer relationships and motivation: A commentary on the special issue.","authors":"Jessica E Kilday, Allison M Ryan","doi":"10.1111/bjep.70027","DOIUrl":"https://doi.org/10.1111/bjep.70027","url":null,"abstract":"<p><strong>Background: </strong>Boosting student motivation is an important goal, as it fuels effective learning and collaboration in school. Motivation develops through both personal beliefs and environmental influences. While peers make up much of students' social world, they have received less attention than teachers. Articles in this special issue explore the complex and dynamic ways peer relationships are intertwined with student motivation.</p><p><strong>Aims: </strong>This commentary synthesizes key findings from the special issue around two themes: (1) how peer relationships and motivation influence each other, and (2) how multiple aspects of the peer context jointly shape students' motivational development.</p><p><strong>Samples and methods: </strong>We focus on 8 articles in the special issue that were diverse in age (from primary to university) and regions of the world (e.g., China, Germany, Israel, Netherlands, United States, and Turkey). Several studies used social network approaches, while others used longitudinal, qualitative, or mixed methods designs.</p><p><strong>Results: </strong>Findings highlight the reciprocal and contextual dynamics connecting peer relationships and motivation. Yet, there was greater agreement affirming the positive and negative influences of peers on motivation. Whereas inconsistent findings regarding how aspects of academic motivation drive the formation of peer groups warrant future investigation.</p><p><strong>Conclusions: </strong>By centring on motivation, this special issue extends research on peer relationships in school. Broadly, there is a continued need to match distinct definitions and measures of peer relationships to specific aspects of motivation, while considering the potential for bidirectional and joint influences.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977511","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":"Fostering social-emotional competence in early childhood: EmoCog Play Integration Programme.","authors":"Mengyan Fang, Runke Huang, Chenyi Zhang","doi":"10.1111/bjep.70023","DOIUrl":"https://doi.org/10.1111/bjep.70023","url":null,"abstract":"<p><strong>Background: </strong>Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains.</p><p><strong>Aims: </strong>To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive function through structured, game-based activities. Moreover, given the multidimensional nature of social-emotional competence, this study aims to examine the impact of the EPI Programme on the development of SEC and its components among preschool children.</p><p><strong>Samples: </strong>Participants were 145 preschool children in China (M = 4.80 years, SD = .91; 43% girls).</p><p><strong>Methods: </strong>A randomized controlled design assigned children to either an intervention or control group. The intervention comprised 12 sessions over 4 weeks, each lasting 20-30 min.</p><p><strong>Results and conclusions: </strong>The EPI Programme significantly improved overall social-emotional competence, particularly in self-awareness and relationship skills. However, effects on self-management, social awareness, and responsible decision-making were non-significant. These findings preliminarily support the EPI Programme's effectiveness and offer insights for designing localized social-emotional learning programmes in China.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144978037","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":"Teacher motivation and teaching quality: Situation-specific and process-oriented perspectives","authors":"Rebecca Lazarides,&nbsp;Markus Dresel","doi":"10.1111/bjep.70024","DOIUrl":"10.1111/bjep.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Teacher motivation is key to high-quality instruction and positive student outcomes. While its links to teaching and student development are indicated by a series of studies, less is known about the situational processes connecting motivation to teaching behaviours. This special issue addresses this research gap and has the objective to bring together contributions that enable a better understanding of the process-oriented character of teacher motivation, instruction, and their interrelations with student outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This editorial and the contributions in this special issue extend current knowledge on the process-oriented character of teacher motivation, instruction, and their interrelations with student outcomes. The contributions all empirically investigate situation-specific processes that relate to teacher motivation and teaching behaviours, or broaden perspectives on the situatedness of teacher motivation and instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Integrating theoretical approaches on teacher motivation and instruction and applying process-oriented methods to study the situatedness of both enable research to advance theoretical developments in the field and to derive insights for both empirical research in educational psychology and educational practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S5-S14"},"PeriodicalIF":3.6,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977520","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":"Mitigating the seductive details effect by topic and irrelevance signals.","authors":"Lukas Wesenberg, Felix Krieglstein, Sebastian Jansen, Sascha Schneider, Günter Daniel Rey","doi":"10.1111/bjep.70022","DOIUrl":"https://doi.org/10.1111/bjep.70022","url":null,"abstract":"<p><strong>Background: </strong>Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance.</p><p><strong>Aims: </strong>The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic signals) or as thematically independent and learning-irrelevant (topic and irrelevance signals).</p><p><strong>Sample and method: </strong>A total of 195 students read a text on the formation of coral reefs. Depending on the experimental condition, the text either included no seductive details (1), unsignalled seductive details (2), seductive details marked by topic signals, that is, placed in coloured boxes that were declared thematically independent (3) or seductive details marked by topic and irrelevance signals, that is, placed in coloured boxes that were declared thematically independent and irrelevant for the learning goal (4).</p><p><strong>Results: </strong>Results showed that topic signals mitigated and possibly even offset the detrimental effect of seductive details on transfer performance. Additional signalling of their irrelevance showed no significant effect. Furthermore, it was shown that including seductive details partially improves learning indirectly by increasing interest.</p><p><strong>Conclusions: </strong>The results suggest that the seductive detail effect cannot be explained solely by simple distraction. They provide a first indication that designers of (digital) textbooks who wish to increase students' interest by including digressions could prevent negative consequences by only signalling their thematic independence. However, this novel effect needs replication before reliable, practical recommendations can be made.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977488","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":"Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis.","authors":"Qi Gao, Yukai Zhou, Libin Zhang, Chenxu Wang, Yang Yang, Wenyu Liang, Yunyun Zhang","doi":"10.1111/bjep.70021","DOIUrl":"https://doi.org/10.1111/bjep.70021","url":null,"abstract":"<p><strong>Background: </strong>The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of classroom climate indicators that permeate both instructional and noninstructional periods on academic engagement and disaffection remain unclear.</p><p><strong>Aims: </strong>This study explored how peer support and classroom justice jointly influence academic engagement and disaffection via mastery goals and resilience, and investigated the potential differences in these effects between low- and high-achieving students.</p><p><strong>Sample: </strong>A total of 1398 Chinese adolescents (T1: M_age = 13.04, SD_age = .66, 47.30% female; T2: M_age = 13.55, SD_age = .66, 47.60% female; T3: M_age = 14.00, SD_age = .66, 47.80% female) participated in a three-wave longitudinal investigation that featured 6-month intervals.</p><p><strong>Methods: </strong>Data were collected at three time points, measuring peer support, classroom justice and academic achievement at T1; mastery goals and resilience at T2; academic engagement and academic disaffection at T3.</p><p><strong>Results: </strong>Findings indicated that peer support and classroom justice significantly related to engagement and disaffection via mastery goals, and their effects were significant on engagement via resilience. The influencing pathways varied across achievement levels. The mediating effects of mastery goals and resilience were significant only for low-achieving students, but not for high-achieving students.</p><p><strong>Conclusions: </strong>The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876745","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}