British Journal of Educational Psychology最新文献

{"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}

{"title":"Learning from errors and failure in educational contexts","authors":"Gabriele Steuer,&nbsp;Maria Tulis,&nbsp;Elizabeth R. Peterson","doi":"10.1111/bjep.12723","DOIUrl":"10.1111/bjep.12723","url":null,"abstract":"&lt;p&gt;There is a growing public and media narrative that, to succeed, we need to fail. We are told we need to fail fast, fail often and fail forward and we need to move out of our comfort zone, take risks and embrace a growth mindset. What is more, we should create learning environments where all this is possible, so everyone can reap the benefits of their failures, errors and mistakes.&lt;/p&gt;&lt;p&gt;While there seems to be no shortage of anecdotal and media evidence showcasing people overcoming setbacks, there continues to be not enough empirical evidence, especially within the education sector, to practically support these ideas. Fortunately, there is now a growing body of research which suggests that embracing errors and failures while learning can, in the right contexts, be a productive and arguably essential part of the learning process. In this editorial, we will briefly introduce some of this research. Subsequently, we will briefly describe the three central themes that have been addressed in this special issue and spotlight the papers that have provided insights in relation to each of them.&lt;/p&gt;&lt;p&gt;The first theme discusses the characteristics of error-friendly learning contexts that can facilitate learning from errors and failures. The second explores the importance of beliefs or perceptions of errors and failure and the characteristics that moderate such views, and finally we discuss what is meant by adaptive responses to errors and failure and how to try and support them.&lt;/p&gt;&lt;p&gt;However, first we need to define what we mean when we talk about errors and failure. Errors–in educational contexts–are typically characterized by a deviation from an intended goal or from a norm and they happen unintentionally (Frese &amp; Zapf, &lt;span&gt;1994&lt;/span&gt;). Failure often involves more than one error, and a judgement about the overall outcome (either by the person who erred or by an observer). Additionally, not every error leads to failure. Whether an error is interpreted as a failure depends on situational factors (e.g., social and cultural norms) and personal characteristics, such as a learner's self-concept of ability or their learning or performance goals. Thus, while errors and failure have a lot in common, they are different constructs. To further complicate the issue, the literature uses various terms, for instance, mistakes, setbacks, impasses, challenges, lapses, obstacles, etc. (Simpson et al., &lt;span&gt;2024&lt;/span&gt;). While each of these terms carries its own distinct nuance, for the purpose of this editorial, we will collectively refer to these as ‘X events’, a simple symbolic representation of the critical point where something is identifed as having gone wrong or deviates from the expected or intended outcome.&lt;/p&gt;&lt;p&gt;Given the variety of possible X events, it is important for researchers to define the nature of the X event (e.g., what is being investigated, what is excluded and who determines that the X event occurred). We must also consider the context of th","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"1-10"},"PeriodicalIF":3.1,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12723","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Study longer or study effectively? Better study strategies can compensate for less study time and predict goal achievement and lower negative affect.","authors":"Maria Theobald","doi":"10.1111/bjep.12725","DOIUrl":"https://doi.org/10.1111/bjep.12725","url":null,"abstract":"<p><strong>Background and aims: </strong>The hypothesis that study strategies can compensate for less study time in predicting learning outcomes has often been proposed but rarely tested empirically.</p><p><strong>Methods: </strong>In the present study, 231 university students reported their daily perceived time spent on self-study, study strategies (planning, monitoring, concentration and procrastination) and goal achievement over a 30 days period.</p><p><strong>Results and conclusion: </strong>Results showed that both more overall perceived study time and better study strategies (better planning, monitoring, and concentration, less procrastination) predicted higher goal achievement at the end of the day. In addition, perceived study time and study strategies interactively predicted goal achievement. When students reported better planning, monitoring and concentration as well as lower procrastination, less time was needed to achieve a high goal level compared to days on which they studied less strategically. In other words, when students studied less strategically, they had to invest more time to reach a higher goal level. In addition, perceived study time and study strategies were related to students' negative affect. Negative affect was particularly high when students studied for many hours with low concentration, and it was particularly low when students studied for only a few hours and procrastinated less. Taken together, the results suggest a compensatory effect of study time and study strategies on daily goal achievement and affect, highlighting the need to teach students effective study strategies.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548817","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":"Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes.","authors":"Sum Kwing Cheung, Joyce Lok Yin Kwan, Winnie Wai Lan Chan, Bertha H C Kum, Pui Lam Ho","doi":"10.1111/bjep.12722","DOIUrl":"https://doi.org/10.1111/bjep.12722","url":null,"abstract":"<p><strong>Background and aims: </strong>There is currently a dearth of tools to assess parents' use of effective interactive strategies for supporting early mathematics learning. One potential such strategy is sustained shared thinking. This study therefore constructed and validated a scale for measuring parents' use of sustained shared thinking during joint mathematics activities with young children, and examined its antecedents and outcomes.</p><p><strong>Methods: </strong>Four hundred and sixty-six parents completed a questionnaire about their conceptions of mathematics teaching and learning, home practices, as well as their kindergarten children's approach and avoidance motivation to learn mathematics. Additionally, the children were tested on numeration skills.</p><p><strong>Results and conclusion: </strong>Results showed that our new scale has three factors: exchanging ideas with children about mathematical problem-solving processes, creating a child-centred atmosphere for mathematics learning, and engaging children in mathematical thinking. Parents' uses of these three strategies were predicted by their constructivist conception of mathematics teaching and learning, and were differentially associated with the children's numeration skills, approach, and avoidance motivation to learn mathematics. Potential uses of our new scale in future home mathematics environment research are discussed.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512685","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":"Professor Peter Tomlinson 1941-2024.","authors":"Anne Edwards","doi":"10.1111/bjep.12721","DOIUrl":"https://doi.org/10.1111/bjep.12721","url":null,"abstract":"","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142480405","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":"How parenting styles affect the development of language skills and reading comprehension in primary school students","authors":"Liyan Yu,&nbsp;Jing Huang,&nbsp;Phil Duo Liu,&nbsp;Susanna Siu-Sze Yeung,&nbsp;Dan Lin,&nbsp;Him Cheung,&nbsp;Xiuhong Tong","doi":"10.1111/bjep.12718","DOIUrl":"10.1111/bjep.12718","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>This study examined how parenting styles influence children's language skills and reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Six hundred and eighty-five Chinese-speaking third graders (<i>M</i>_age = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1245-1270"},"PeriodicalIF":3.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395165","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":"Profiles of teachers' emotional labour during COVID-19 and the consequences on mental health: A comparison between online and offline teaching.","authors":"Zhuo Chen, Huang Zuo, Zixun Hua, Yuanhuan Feng, Ruixiang Gao","doi":"10.1111/bjep.12720","DOIUrl":"https://doi.org/10.1111/bjep.12720","url":null,"abstract":"<p><strong>Background: </strong>Despite increasing attention on emotional labor in teacher well-being research, person-centered studies are relatively scarce, particularly concerning the emotional labor of online teaching during COVID-19 and its effects on teachers' non-work-related mental health.</p><p><strong>Objective: </strong>This study aims to address these gaps by examining emotional labor profiles and their consequences on job satisfaction, depression, and anxiety among Chinese teachers involved in either online or offline teaching during October-December 2022.</p><p><strong>Methods: </strong>Two samples of teachers were analyzed altogether: one engaged in online teaching (N=605) and the other in offline teaching (N=394). Latent profile analysis was used to identify emotional labor profiles based on three strategies: surface acting, deep acting, and expression of naturally felt emotions.</p><p><strong>Results: </strong>A total of four subgroups of emotional workers were identified: natural expressors, actors, flexible regulators, and authentic regulators. Significant differences were found between online and offline teaching, with a higher proportion of actors and fewer flexible regulators in the online condition, suggesting that the screen acts as a barrier to authentic emotional display. Among the four classes, actors scored lowest on job satisfaction and highest on depression and anxiety, whereas authentic regulators were the most adaptive, especially in online settings.</p><p><strong>Conclusions: </strong>The findings highlight the impact of online teaching on teachers' emotional labor profiles and mental health, with practical implications for optimizing online teaching environments and supporting teacher well-being.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382352","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 effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities.","authors":"Kim Smeets, Ellen Rohaan, Sanne van der Ven, Anouke Bakx","doi":"10.1111/bjep.12719","DOIUrl":"https://doi.org/10.1111/bjep.12719","url":null,"abstract":"<p><strong>Background: </strong>Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy.</p><p><strong>Aims: </strong>The present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES.</p><p><strong>Sample: </strong>The sample consisted of 1073 primary school pupils from grades 4-6 from 77 classes in 16 schools, and their teachers and parents.</p><p><strong>Methods: </strong>Teachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT-3, a cognitive ability test.</p><p><strong>Results: </strong>Multilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers.</p><p><strong>Conclusions: </strong>Overall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373489","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":"Feeling better now? Being defended diminishes daily mood problems and self-blame in victims of bullying","authors":"Lydia Laninga-Wijnen,&nbsp;J. Loes Pouwels,&nbsp;Matteo Giletta,&nbsp;Christina Salmivalli","doi":"10.1111/bjep.12717","DOIUrl":"10.1111/bjep.12717","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School bullying is a group phenomenon in which being defended by peer bystanders may buffer against the development of psychological problems in victims.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This registered report examines whether being defended diminished victims' daily mood problems and self-blame, both from a within- and between-person perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Daily diary data were collected from <i>n</i> = 1669 Finnish 7th–9th grade students (M age = 14.45; 55.5% girl) across 3 weeks. In <i>n</i> = 1329 out of 12,366 assessments (10.7%), students indicated that schoolmates victimized them on the day of bullying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Multi-level regression analyses indicated that students reported lower depressed mood, greater positive mood and lower self-blame on days that they were victimized and defended as compared to days when they were victimized but non-defended. Effect sizes were medium for depressed mood and small for positive mood and self-blame. Repeated victims (<i>n</i> = 144) were less likely to blame themselves for victimization on days they were defended, which, in turn, diminished feelings of humiliation (mediation).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Our findings indicate that being defended benefits victims of bullying by mitigating mood problems, both directly and indirectly via diminished self-blame.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Anti-bullying programmes that encourage peer defending have the potential to improve victims' psychological adjustment, even on a daily basis.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1294-1322"},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142332134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}