British Journal of Educational Psychology最新文献_第3页

The 43rd Vernon-Wall Lecture: What working relationally brings to problem-solving. 第43期弗农-沃尔讲座：如何通过合作解决问题。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-31 DOI: 10.1111/bjep.12771

Anne Edwards

{"title":"The 43rd Vernon-Wall Lecture: What working relationally brings to problem-solving.","authors":"Anne Edwards","doi":"10.1111/bjep.12771","DOIUrl":"https://doi.org/10.1111/bjep.12771","url":null,"abstract":"Aim: Responses to complex problems demand collaboration across practice boundaries. The studies presented here make visible the processes that constitute successful collaborations between practitioners and clients.The argument: Complex problems can be discovered, where practitioners recognize and address complexity through an existing repertoire of responses. Or they are created problems, where researchers reveal new phenomena and create new knowledge. That knowledge can then be used to inform responses to discovered problems.The studies: The research on created problems discussed here asked: What happens at the intersection of practices during work on complex problems; how are motives aligned to expand and respond to the problem; and what kind of expertise is involved? The discovered problems were in: pedagogic work with parents in a daycare centre, the development of an app to support autistic people in the workplace and an evaluation framework examining interprofessional working.The relational concepts: New knowledge, arising in studies of emergent interprofessional working in English children's services, explains how working relationally can strengthen responses. The three relational concepts are based in cultural-historical approaches to human development. They are: relational expertise, which builds common knowledge, comprising the motives of participants, which mediates collaborations, creating relational agency. Relational agency then strengthens the actions taken by practitioners and clients.Implications: The relational concepts offer guidance for training practitioners in interprofessional working and in building the agency of clients. They offer researchers a framework for examining collaborations and show how cultural-historical research methods capture concepts in practitioners' actions.","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":"143755711","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}

引用次数: 0

Profiles of control, value and achievement emotions in primary school mathematics lessons. 小学数学课堂控制情绪、价值情绪和成就情绪的特征。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-25 DOI: 10.1111/bjep.12768

Wendy Symes, Stephanie Lichtenfeld, Peter Wood, David W Putwain

{"title":"Profiles of control, value and achievement emotions in primary school mathematics lessons.","authors":"Wendy Symes, Stephanie Lichtenfeld, Peter Wood, David W Putwain","doi":"10.1111/bjep.12768","DOIUrl":"https://doi.org/10.1111/bjep.12768","url":null,"abstract":"Background: Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions-and their associated control and value appraisals-relate to mathematics performance, especially in younger students.Aims: The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary-school mathematics lessons, and to explore how profile membership related to (ii) mathematics test scores and (iii) gender.Sample: Our sample comprised 883 students (50% girls, Mage = 9.34 years, SD = .48) from 23 primary schools in England.Methods: Data were collected longitudinally over one academic year. Students completed mathematics tests at T1 and T3, and self-reported their control, value and achievement emotions in mathematics lessons at T2. A latent profile analysis was conducted to identify profiles of appraisals and emotions. To validate the profiles, T3 mathematics test scores and gender were included as covariates of profile membership.Results: Three profiles were identified: The Positive profile, Negative profile and Mixed profile. Students in the Positive profile had significantly higher mathematics test scores at T3 than students in the Mixed profile. Being a girl increased the likelihood of belonging to the Mixed or Negative profile relative to the Positive profile.Conclusions: Primary school students' control and value appraisals and achievement emotions co-occur in line with the theoretical assumptions of CVT. Combinations of emotions should be considered when exploring the impact of emotions on student learning and achievement in mathematics.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702254","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}

引用次数: 0

Teacher empathy messages: The role of teacher enthusiasm and student outcomes. 教师共情信息：教师热情和学生成绩的作用。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-25 DOI: 10.1111/bjep.12766

Elisa Santana-Monagas, Juan L Núñez, Jaime León

{"title":"Teacher empathy messages: The role of teacher enthusiasm and student outcomes.","authors":"Elisa Santana-Monagas, Juan L Núñez, Jaime León","doi":"10.1111/bjep.12766","DOIUrl":"https://doi.org/10.1111/bjep.12766","url":null,"abstract":"Background: Recent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their demonstration of an understanding students' context, appraisals and emotions. Moreover, reaching an understanding on how teacher motivation might shape their instructional practices (i.e., messages) and these student outcomes is also crucial.Aim: This study aimed to develop a framework of teachers' empathy messages, examined their use of across the academic year, and how contextual classroom characteristics, teachers' enthusiasm and students' grades related to their usage.Sample: Participants included 45 teachers and 1370 students distributed in 66 classrooms across 24 high schools.Methods: Teacher empathy messages were assessed through audio recording of teachers' speech during lessons. Messages were extracted from transcriptions with the help of large language models. Teacher enthusiasm was assessed on T1 and T3. Student's grades were collected from academic records at the end of the course (T3).Results: Overall, the number of students per class increased the number of emotion empathy messages used by the teacher. Teachers' enthusiasm was associated with the number of messages used whereas no significant relation was observed between messages and students' grades.Conclusions: This study presents a practical framework to assess teacher empathy messages. Findings also highlight how teacher motivation (i.e., enthusiasm) can shape their teaching practices.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712061","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}

引用次数: 0

Connecting engagement to classroom friendships and popular peers' prosocial behaviour. 将参与与课堂友谊和受欢迎的同龄人的亲社会行为联系起来。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-25 DOI: 10.1111/bjep.12770

Jessica E Kilday, Allison M Ryan

{"title":"Connecting engagement to classroom friendships and popular peers' prosocial behaviour.","authors":"Jessica E Kilday, Allison M Ryan","doi":"10.1111/bjep.12770","DOIUrl":"https://doi.org/10.1111/bjep.12770","url":null,"abstract":"Background: There are many ways to leverage support from friendships, and it is important for how students engage with learning in the classroom. Further, friendships are embedded within the larger classroom peer group, which might have different norms for prosocial or disruptive behaviour. Few studies have examined how friends support or deter engagement within the context of competing influences from classmates and popular peers.Aims: This study investigated how early adolescents' classroom friendships were related to their engagement (behaviour, emotion and peer help-seeking). Moreover, whether these associations depended on classmates' and popular peers' behavioural norms.Sample: Participants were 824 fifth and sixth graders (52% girls, 48% boys, 43% White, 30% Black, 6% Hispanic, 6% Asian and 16% multiracial or other) from 46 classrooms in the United States.Methods: We used multilevel modelling to examine the associations between students' friendship experiences (best friend quality, reciprocated friendships, social network centrality and prestige), peer group norms (prosocial and disruptive) and students' engagement.Results: Results showed that the quantity of reciprocated friendships was unrelated to all three types of engagement. However, engagement was positively associated with best friendship quality and with friendship centrality (i.e., being well-connected to many friends). Students' prestige, or being highly desired as a friend, did not diminish behavioural engagement when popularity norms favoured prosocial behaviour.Conclusions: Findings suggest not all aspects of friendship experiences are equal. For engagement, it is important for students to feel like they have friends in class and to draw attention to the prosocial behaviour of popular peers.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702251","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}

引用次数: 0

Variation in teachers' daily situational motivation across professional activities. 教师日常情境动机在专业活动中的变化。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-21 DOI: 10.1111/bjep.12769

Kristabel Stark, Eric Camburn, Lindsey Kaler

{"title":"Variation in teachers' daily situational motivation across professional activities.","authors":"Kristabel Stark, Eric Camburn, Lindsey Kaler","doi":"10.1111/bjep.12769","DOIUrl":"https://doi.org/10.1111/bjep.12769","url":null,"abstract":"Background and aims: Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect?Sample: One hundred sixty teachers in two districts in the Northeastern United States.Method: Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation and affect during activities. Because our data had a three-level structure (periods within days within teachers), we used multilevel models to explore variation in teachers' situational motivation across both time and activity type. For each subscale, we fit empty models that decomposed variance in outcomes between teachers, days and episodes. We then used conditional models to examine how these outcomes varied across teaching activities, controlling for years of experience and grade level. Finally, we explored the interplay between emotion and motivation.Results: We found that teachers' motivation is dynamic within teachers and is associated with both the professional activities in which they are engaged and their concurrent affective state. Whereas we found that positive affect during a period was positively and strongly associated with intrinsic motivation and identified regulation during that period, higher levels of negative affect during a period were associated with lower levels of intrinsic motivation and higher levels of external regulation.Conclusions: This study provides an understanding of K12 teacher motivation as a dynamic experience and demonstrates the potential of measuring teacher motivation as temporally dynamic and contextually bound.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143675057","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}

引用次数: 0

Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy. 理解工作记忆作为解决数学问题的促进者：卸载作为一种潜在的策略。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-21 DOI: 10.1111/bjep.12767

Josh Medrano, Dana Miller-Cotto

{"title":"Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy.","authors":"Josh Medrano, Dana Miller-Cotto","doi":"10.1111/bjep.12767","DOIUrl":"https://doi.org/10.1111/bjep.12767","url":null,"abstract":"Background: High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.Aims: This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.Sample(s): The participants consisted of 93 undergraduate students from a mid-sized university in the United States.Methods: Participants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.Results: Results indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' g. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.Conclusions: These findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674938","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}

引用次数: 0

Social antecedents of children's mindsets, motivation and achievement in math: Investigating parental beliefs and perceived teacher beliefs. 儿童心态、动机和数学成绩的社会前因：调查父母信念和感知教师信念。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-13 DOI: 10.1111/bjep.12764

Hyun Ji Lee, Sungwha Kim, Mimi Bong

{"title":"Social antecedents of children's mindsets, motivation and achievement in math: Investigating parental beliefs and perceived teacher beliefs.","authors":"Hyun Ji Lee, Sungwha Kim, Mimi Bong","doi":"10.1111/bjep.12764","DOIUrl":"https://doi.org/10.1111/bjep.12764","url":null,"abstract":"Background: As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children's fixed mindsets.Aims: Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of teachers perceived by students would predict the children's mindsets, motivation and achievement in math. We further posited that these social influences would indirectly shape students' self-efficacy and test anxiety through students' mindsets, ultimately predicting their persistence and achievement in math.Sample and methods: Using multilevel path analyses, we analysed the data from 507 third- and fourth-graders in 28 classrooms and their parents in Korea.Results: Among the self-reported parental measures, only parental expectations for their child's success in math were a significant negative predictor of students' fixed mindsets in math at the within-class level. Student perceptions of their teacher's fixed mindsets and expectations were, respectively, a positive and a negative predictor of students' fixed mindsets. Students' fixed mindsets, in turn, positively predicted their math test anxiety and negatively predicted their math self-efficacy, persistence, and achievement. Patterns observed at the between-class level were generally consistent with those at the within-class level.Conclusions: This study found meaningful associations of self-reported parental beliefs and student-perceived teacher beliefs with student mindsets, motivation, and achievement in math. Longitudinal or experimental research is needed to clarify their causal relationships.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626783","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}

引用次数: 0

Guiding attention in the classroom: An eye-tracking study on the associations between preservice teachers' goals and noticing of student interactions. 课堂引导注意力：职前教师目标与学生互动注意之间关系的眼动追踪研究。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-10 DOI: 10.1111/bjep.12748

M Daumiller, R Böheim, A Alijagic, D Lewalter, A Gegenfurtner, T Seidel, M Dresel

{"title":"Guiding attention in the classroom: An eye-tracking study on the associations between preservice teachers' goals and noticing of student interactions.","authors":"M Daumiller, R Böheim, A Alijagic, D Lewalter, A Gegenfurtner, T Seidel, M Dresel","doi":"10.1111/bjep.12748","DOIUrl":"https://doi.org/10.1111/bjep.12748","url":null,"abstract":"Background: Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.Aims: This study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.Sample: The study involved 51 preservice teachers with an average of 36 days of practical teaching experience.Methods: Participants' eye movements were recorded through eye tracking while they observed a video stimulus of an 11th-grade mathematics classroom. Through an interview, participants specified their goals for individual students and the whole classroom after having watched the start of the video stimulus. During the rest of the 3-min-long simulation, eye-tracking recorded the number and duration of fixations on students.Results: Goals directed at individual students were associated with more and longer fixations. In contrast, goals targeting the entire classroom were associated with shorter fixation durations on individual students, indicating a more even distribution of visual attention. Especially mastery goals drove these patterns; nuanced effects were observed depending on goal content and the visual saliency of student behaviours.Conclusions: Preservice teachers' student-oriented goals shape their visual attention in the classroom, influencing how they perceive the interaction with students. This research highlights the importance of integrating teacher motivation with professional vision to understand the cognitive pathways that link motivation to teaching behaviours. The study also demonstrates the utility of eye tracking technology in exploring these processes.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588163","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}

引用次数: 0

Relationships between students' achievement goals and social positioning in the classroom. 学生成就目标与课堂社会定位的关系。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-08 DOI: 10.1111/bjep.12762

Alla Hemi, Nir Madjar, Yisrael Rich, Martin Daumiller

{"title":"Relationships between students' achievement goals and social positioning in the classroom.","authors":"Alla Hemi, Nir Madjar, Yisrael Rich, Martin Daumiller","doi":"10.1111/bjep.12762","DOIUrl":"https://doi.org/10.1111/bjep.12762","url":null,"abstract":"Background: Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory and research also indicate that achievement goals are linked to students' social context, playing a role in forming and maintaining peer relationships within the school environment.Aims: We examined relationships between students' achievement goals and their positioning in social networks. Specifically, we hypothesized that mastery approach goals are positively associated, and performance avoidance goals are negatively associated with social network centrality in the classroom.Sample: 472 high-school students (52% female; Mage = 15.71) from 23 classrooms participated in the study.Methods: Multilevel Social Network Analysis examined relationships between academic achievement goals and social network centrality calculated based on sociometric data.Results: Students with higher levels of mastery approach goals tended to be more central in the classroom, reaching out to more peers (out-degree), closer to their peers (closeness) and connecting classmates who are not directly connected (betweenness). On the other hand, students with higher levels of performance avoidance goals reached out to more classmates (out-degree) but were reached out to less by their peers (in-degree).Conclusions: Students with enhanced performance avoidance goals might try to engage in more social interactions with their peers, but these attempts appear to be ineffective. These findings help illustrate the contribution of achievement goals to students' social positioning in the classroom and provide insight for interventions to support both adaptive achievement goals and central social positioning in the classroom.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588165","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}

引用次数: 0

Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities. 团体、目标和成长：同伴接纳如何在课外活动中塑造学生的发展。

IF 3.1 2区心理学

British Journal of Educational Psychology Pub Date : 2025-03-07 DOI: 10.1111/bjep.12753

Gregory Arief D Liem, Jennifer A Fredricks

{"title":"Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities.","authors":"Gregory Arief D Liem, Jennifer A Fredricks","doi":"10.1111/bjep.12753","DOIUrl":"https://doi.org/10.1111/bjep.12753","url":null,"abstract":"Background: Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).Aims: This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors.Sample: Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; Mage = 10.58, SDage = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%).Methods: The same survey was administered at two time points within a school year, with an interval of 24-26 weeks between them.Results: Perceived CCA peer acceptance early in the school year was significantly related to changes in both academic and non-academic outcomes later in the year, primarily through mastery goals. Mastery goals were positively associated with gains across all developmental outcomes, including school belonging, educational aspirations, classroom engagement, lifelong learning, teamwork disposition, and leadership skills. In contrast, performance goals were linked to gains in leadership but slight declines in teamwork and lifelong learning.Conclusions: These findings have theoretical implications for researchers studying peer relationships in CCAs and their impact on children's academic and non-academic development, as well as for practitioners optimizing the benefits of school-based CCA involvement.","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574639","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}

引用次数: 0