British Journal of Educational Psychology最新文献

{"title":"What individual, family, and school factors influence the identification of special educational needs in Wales?","authors":"Jennifer Keating,&nbsp;Cathryn Knight,&nbsp;Alexandra Sandu,&nbsp;Robert French","doi":"10.1111/bjep.12760","DOIUrl":"10.1111/bjep.12760","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio-economic backgrounds, and pupils attending schools in economically disadvantaged areas.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of the current study is to link administrative education data for the academic year 2011/12 to data from the UK 2011 Census to explore which individual, family and school characteristics are associated with SEN identification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample(s)</h3>\u0000 \u0000 <p>The analysis sample consists of 284,010 pupils attending schools in Wales in 2011/12 linked to household data from the UK 2011 Census.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Multilevel models were used to estimate the association between individual, family and school characteristics with SEN identification. Further models examined how these factors influence four areas of SEN needs: cognition and learning; communication and interaction; physical and/or sensory; and behavioural, emotional and social development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results suggest that aspects of a child's individual and family environment are associated with SEN identification. In particular, males, pupils reported as White ethnicity, pupils who were persistently absent, pupils from households with lower parental education, parental economic inactivity, and lower household social grades have an increased likelihood of SEN identification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study emphasizes the importance of considering the environmental context (family and school) of the child in addition to child characteristics for a more accurate and holistic understanding of a child's needs. This research can inform the development of more inclusive and effective support strategies under the new Additional Learning Needs framework in Wales.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 2","pages":"530-550"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544477","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":"On the influence of social norms on individual achievement goals.","authors":"Sophie Bossert, Martin Daumiller, Stefan Janke, Markus Dresel, Oliver Dickhäuser","doi":"10.1111/bjep.12756","DOIUrl":"https://doi.org/10.1111/bjep.12756","url":null,"abstract":"<p><strong>Background: </strong>Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what others typically do or think) play in individual achievement goals is unclear. We propose that peer achievement goals reflect descriptive norms and additionally influence individual achievement goals.</p><p><strong>Aims: </strong>We aim to better understand contextual influences on individual student motivation by applying a social norms framework to study changes in individual achievement goals and acknowledge the role of peers.</p><p><strong>Sample and methods: </strong>We used longitudinal data from 4189 students from 169 classes at two time points after the transition to secondary school.</p><p><strong>Results: </strong>We calculated multilevel models to predict changes in individual mastery-, performance-approach, and performance-avoidance goals. As Level-2 predictors, class-level classroom goal structures represented injunctive norms, while peer achievement goals represented descriptive norms. Individual achievement goals and individual-level classroom goal structures were added on Level 1. Class-level classroom goal structures related to changes in individual achievement goals only if peer achievement goals were not added. If added on the classroom level, peer achievement goals remained as a single Level-2 predictor of changes in individual achievement goals.</p><p><strong>Conclusion: </strong>We demonstrated the key role that descriptive norms (reflected by peer achievement goals) play in individual achievement goals. The role of injunctive norms needs to be investigated further to enhance our understanding of how social norms shape individual student motivation.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143532087","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":"Perceived peer relationships and achievement motivation: Subject-specific dynamics in a Chinese high school learning context.","authors":"Tianxue Cui, Emily Hongzhen Cheng, Jian Shi, Qimeng Liu","doi":"10.1111/bjep.12749","DOIUrl":"https://doi.org/10.1111/bjep.12749","url":null,"abstract":"<p><strong>Aim: </strong>This study employed a three-wave random intercept cross-lagged panel model (RI-CLPM) to investigate whether a reciprocal relationship exists between perceived peer relationships (intimacy and conflict) and achievement motivation in math and English in the Chinese context.</p><p><strong>Samples: </strong>A total of 4040 high school students were tracked with their perceived intimacy and conflict with peers and achievement motivation levels in math and English over three academic years since Grade 10.</p><p><strong>Results: </strong>A reciprocal association was found between perceived peer intimacy and achievement motivation in English, and the predictive effect of intimacy on achievement motivation in English was the same as the reverse association. Only a unidirectional association between perceived peer intimacy and achievement motivation in math could be found. Perceived peer conflict change could not be significantly related to the change in achievement motivation in either math or English.</p><p><strong>Conclusions: </strong>This study emphasizes that the influence of peer intimacy on achievement motivation is more pronounced compared to that of peer conflict. Moreover, the effect of peer intimacy varies across subject areas. Notably, there is no need for motivational intervention approaches based on gender in math and English.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517246","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":"Dynamic friendship processes related to learning interest: Moderating by class-level social-emotional competency.","authors":"Kexin Qin, Yimei Zhang, Tianshu Zhang, Yehui Wang","doi":"10.1111/bjep.12750","DOIUrl":"https://doi.org/10.1111/bjep.12750","url":null,"abstract":"<p><strong>Background: </strong>Learning interest is an intrinsic motivation that dynamically interacts with friendships. Students alter their learning interests to assimilate with their friends and actively establish friendships on the basis of similar interests. These processes do not operate in isolation but rather in the broader peer context. Class-level social-emotional competency (SEC) is a contextual characteristic that influences students' social and learning processes.</p><p><strong>Aims: </strong>This study used reading and mathematics as examples to examine the moderating role of class-level SEC in the friendship influence process on learning interest and the friendship selection process based on learning interest.</p><p><strong>Sample: </strong>A total of 2252 students (48.7% female) were surveyed in grades 4 and 6.</p><p><strong>Methods: </strong>The friendship influence effect on reading/mathematics interest and the reading/mathematics interest-based selection effect were estimated with stochastic actor-based models. Parameter differences were tested between the low- and high-SEC classes.</p><p><strong>Results: </strong>The friendship processes related to learning interest were strengthened in high-SEC classes. Students in high-SEC classes chose friends according to having similar reading/mathematics interests, and their reading/mathematics interests tended to assimilate with those of their friends over time. However, students in low-SEC classes chose friends more randomly, and the friendship influence effects were much weaker.</p><p><strong>Conclusions: </strong>In reading and mathematics, friendship selection and influence processes contribute to similarities in learning interests among friends. Increasing students' early learning interests is important for constructing a virtuous circle of friendship establishment and learning interest development. This mutual promotion relationship can be reinforced by improving class-level SEC.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517245","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":"Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students.","authors":"Hanna Gaspard, Cora Parrisius, Luise von Keyserlingk, Charlott Rubach, Katsumi Yamaguchi-Pedroza, Hye Rin Lee, Marion Spengler, Christian Fischer, Jutta Heckhausen, Jacquelynne S Eccles","doi":"10.1111/bjep.12751","DOIUrl":"https://doi.org/10.1111/bjep.12751","url":null,"abstract":"<p><strong>Background: </strong>Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.</p><p><strong>Aims: </strong>We examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task values in their most difficult and most important course.</p><p><strong>Sample: </strong>Data stemmed from two cohorts of undergraduate students (n = 320/417 in Fall 2019/2020) at a diverse Southern Californian university.</p><p><strong>Methods: </strong>Students reported on their confidence in getting support and their expectancies and subjective task values at the beginning, in the middle and (only for motivation) at the end of the academic term.</p><p><strong>Results: </strong>Results indicated no differences in confidence in getting support based on university generation or transfer student status. Cross-lagged panel models provided some evidence for reciprocal associations between students' confidence in getting support and their expectancies and subjective task values. Findings were similar across the Fall 2019 and Fall 2020 cohorts, providing support for the generalizability across in-person vs. remote learning settings. Longitudinal associations tended to be stronger for first-generation and transfer students.</p><p><strong>Conclusions: </strong>Future research should, therefore, examine whether university programmes targeting social support are especially effective for disadvantaged students.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505864","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":"A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement.","authors":"Norman B Mendoza, Artem Zadorozhnyy, John Ian Wilzon T Dizon","doi":"10.1111/bjep.12752","DOIUrl":"https://doi.org/10.1111/bjep.12752","url":null,"abstract":"<p><strong>Background: </strong>The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored.</p><p><strong>Aims: </strong>This longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating roles of students' intrinsic motivation and engagement.</p><p><strong>Methods: </strong>A sample of 766 secondary school L2 learners from 30 classrooms was analysed using linear mixed-effects models to investigate the relationship between students' relative achievement at Time 1 and their subsequent achievement at Time 2, as well as the moderating effects of intrinsic motivation (to know, to accomplish and to experience stimulation) and engagement (behavioural and emotional).</p><p><strong>Results: </strong>Results indicate that students' relative achievement significantly predicts subsequent achievement, supporting the presence of ACE in L2 classrooms. Moreover, intrinsic motivation to experience stimulation, behavioural engagement and emotional engagement significantly moderated this relationship in that ACE was stronger among students with higher levels of these motivational and engagement factors.</p><p><strong>Conclusion: </strong>The findings highlight the interplay between peer achievement and individual motivational factors in shaping learning outcomes. The discussion situates these results within the broader literature on peer influence, motivation and engagement, exploring their theoretical and practical implications for L2 learning. The study underscores the importance of considering social, motivational, affective and behavioural factors in understanding and fostering optimal L2 learning environments.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505858","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":"Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.","authors":"Hanna Järvenoja, Tiina Törmänen, Emma Lehtoaho, Marjo Turunen, Jasmiina Suoraniemi, Justin Edwards","doi":"10.1111/bjep.12754","DOIUrl":"https://doi.org/10.1111/bjep.12754","url":null,"abstract":"<p><strong>Background: </strong>Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL).</p><p><strong>Aims: </strong>This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions.</p><p><strong>Sample: </strong>The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.</p><p><strong>Methods: </strong>Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self-reports, and individual stimulated-recall interviews were conducted after the task.</p><p><strong>Results: </strong>The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies.</p><p><strong>Conclusions: </strong>This study contributes to the methodological advancements for studying motivation as situation- and context-specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual- and group-level aspects throughout the learning process. For educational practice, this study supports the claim that peer interactions, particularly in collaborative learning, play a crucial role in individual students' motivation.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450587","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":"Ability grouping in German secondary schools: The effect of non-academic track schools on the development of Math competencies","authors":"Sonja Herrmann,&nbsp;Katharina M. Bach","doi":"10.1111/bjep.12741","DOIUrl":"10.1111/bjep.12741","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Differences in competence gains between academic and non-academic track schools are often attributed to selection effects based on students' primary school performance and socioeconomic status (SES). However, how the competencies of comparable students (in terms of school performance and social background) at different tracks develop is often neglected.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We investigated whether comparable students diverge in their math competencies due to attending different types of secondary schools, contributing to the ongoing debate on whether inaccurate stratification may lead to disadvantages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using data from the National Education Panel Study (Kindergarten Cohort SC2, <i>N</i> = 4180), we examined students' competence development from the fourth to seventh grade.</p>\u0000 \u0000 <p>We employed a quasi-experimental design (propensity score weighting, PSW) comparing similarly capable students at academic and non-academic school tracks to make causal inferences. The outcome variable was students' math competence in seventh grade. PSW used fourth-grade competency measures in math and reading and other variables such as sex, migration background, SES, class composition, special educational needs, school grades and school location.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed a significant average treatment effect on the treated, indicating that comparable students attending non-academic track schools show lower math performance than those at academic track schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Non-academic tracks seem to hinder the full development of students' competencies. We conclude that the effects of preconditions like the students' SES, ability and aspirations on competence development are lower than assumed and that school learning environments should be given greater importance. We discuss practical solutions and provide suggestions for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 2","pages":"578-602"},"PeriodicalIF":3.1,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143426592","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":"Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis.","authors":"Eva Susann Becker, Tina Hascher, Thomas Goetz, Fritz C Staub","doi":"10.1111/bjep.12738","DOIUrl":"https://doi.org/10.1111/bjep.12738","url":null,"abstract":"<p><strong>Theoretical background: </strong>In the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.</p><p><strong>Aims: </strong>Based on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal (cognitive appraisals) and distal antecedents (classroom conditions) during the teaching practicum while accounting for contextual variables.</p><p><strong>Sample: </strong>Data were collected from 178 student teachers in Switzerland and Germany and their 3736 school students. Student teachers conducted a six-lesson-teaching-unit within three-weeks of their obligatory teaching practicum (57% had prior teaching experience) and received different levels of support (coaching by peers or cooperating teachers, subject-didactic materials, usual support).</p><p><strong>Methods: </strong>After three lessons (N = 511), student teachers reported their enjoyment, anger, anxiety and cognitive appraisals (control, value). School students reported on individual perceptions of class discipline and situational interest.</p><p><strong>Results: </strong>Enjoyment was strongly experienced in 80%, anger in 8% and anxiety in 14% of lessons. School students' situational interest and discipline were weakly related to enjoyment and anger, but not to anxiety. Control appraisals were strongly associated with all emotions. The frequent experience of anxiety and its lack of relation to classroom conditions deviate from findings observed in in-service teachers.</p><p><strong>Relevance: </strong>Besides strong positive emotional experiences during the teaching practicum, the observed patterns highlight the necessity for targeted support in navigating emotional complexities during the teaching practicum.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411475","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":"Be happy and effective? Incorporating emotional design into multimedia learning in elementary science education.","authors":"Yueru Lang, Shaoying Gong, Yanan Wu, Qingtang Liu, Wei Deng","doi":"10.1111/bjep.12747","DOIUrl":"https://doi.org/10.1111/bjep.12747","url":null,"abstract":"<p><strong>Background: </strong>In recent years, the endeavour to stimulate positive emotions, regulate negative emotions, and facilitate the learning of elementary school students through emotional design has attracted a lot of attention.</p><p><strong>Aims: </strong>The purpose of this study was to investigate the effects of warm colours and anthropomorphism as emotional design elements on multimedia learning, and whether combining a positive pedagogical agent with positive learning materials would be better.</p><p><strong>Samples: </strong>Experiment 1 recruited 203 elementary school students. Experiment 2 recruited 140 elementary school students.</p><p><strong>Methods: </strong>Experiment 1 employed a 2 (Colours: warm vs. grayscale) × 2 (Anthropomorphism: with vs. without) between-subjects design. Experiment 2 employed a 2 (Learning materials: positive vs. neutral) × 2 (Pedagogical agent: positive vs. neutral) between-subjects design.</p><p><strong>Results: </strong>Results of Experiment 1 showed that warm colours reduced boredom and anxiety; anthropomorphism increased enjoyment, intrinsic motivation, and mental effort, and reduced boredom; their combination facilitated retention and transfer performance. Results of Experiment 2 revealed that combining a positive pedagogical agent with positive learning materials ameliorated learners' overall emotional experiences, but did not significantly affect retention and transfer performance.</p><p><strong>Conclusions: </strong>Incorporating both warm colours and anthropomorphism as emotional design elements yielded the most favourable impact in designing positive learning materials. Integrating emotional design approaches to both learning materials and pedagogical agents could be conducive to happy and effective learning, showing the importance of holistic approaches to emotional design in educational settings.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411474","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}