British Journal of Educational Psychology最新文献

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Aims: </strong>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.</p><p><strong>Sample: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusions: </strong>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.</p>","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}

{"title":"Variation in teachers' daily situational motivation across professional activities","authors":"Kristabel Stark,&nbsp;Eric Camburn,&nbsp;Lindsey Kaler","doi":"10.1111/bjep.12769","DOIUrl":"10.1111/bjep.12769","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Drawing on self-determination theory, we investigated: How does teacher motivation vary over <i>time</i>? How does motivation vary across activity <i>contexts</i>? What is the association between teachers' motivation and affect?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>One hundred sixty teachers in two districts in the Northeastern United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that teachers' motivation is dynamic <i>within</i> 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides an understanding of K12 teacher motivation as a <i>dynamic</i> experience and demonstrates the potential of measuring teacher motivation as temporally dynamic and contextually bound.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S220-S238"},"PeriodicalIF":3.6,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12769","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy","authors":"Josh Medrano,&nbsp;Dana Miller-Cotto","doi":"10.1111/bjep.12767","DOIUrl":"10.1111/bjep.12767","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample(s)</h3>\u0000 \u0000 <p>The participants consisted of 93 undergraduate students from a mid-sized university in the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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' <i>g</i>. 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 3","pages":"871-887"},"PeriodicalIF":3.6,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12767","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social antecedents of children's mindsets, motivation and achievement in math: Investigating parental beliefs and perceived teacher beliefs","authors":"Hyun Ji Lee,&nbsp;Sungwha Kim,&nbsp;Mimi Bong","doi":"10.1111/bjep.12764","DOIUrl":"10.1111/bjep.12764","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Methods</h3>\u0000 \u0000 <p>Using multilevel path analyses, we analysed the data from 507 third- and fourth-graders in 28 classrooms and their parents in Korea.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 3","pages":"849-870"},"PeriodicalIF":3.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12764","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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,&nbsp;R. Böheim,&nbsp;A. Alijagic,&nbsp;D. Lewalter,&nbsp;A. Gegenfurtner,&nbsp;T. Seidel,&nbsp;M. Dresel","doi":"10.1111/bjep.12748","DOIUrl":"10.1111/bjep.12748","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The study involved 51 preservice teachers with an average of 36 days of practical teaching experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S115-S132"},"PeriodicalIF":3.6,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12748","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Aims: </strong>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.</p><p><strong>Sample: </strong>472 high-school students (52% female; M_age = 15.71) from 23 classrooms participated in the study.</p><p><strong>Methods: </strong>Multilevel Social Network Analysis examined relationships between academic achievement goals and social network centrality calculated based on sociometric data.</p><p><strong>Results: </strong>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).</p><p><strong>Conclusions: </strong>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.</p>","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}

{"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":"<p><strong>Background: </strong>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).</p><p><strong>Aims: </strong>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.</p><p><strong>Sample: </strong>Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; M_age = 10.58, SD_age = 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%).</p><p><strong>Methods: </strong>The same survey was administered at two time points within a school year, with an interval of 24-26 weeks between them.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusions: </strong>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.</p>","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}

{"title":"Do you prefer to collaborate with students pursuing the same goals? - A network analysis of physical education classes.","authors":"Annabell Schüßler, Cornelius Holler, Yannick Hill","doi":"10.1111/bjep.12757","DOIUrl":"https://doi.org/10.1111/bjep.12757","url":null,"abstract":"<p><strong>Background: </strong>At school, students need to learn to collaborate with others to achieve common objectives. However, we are lacking insights into how students determine preferred collaboration partners, while multiple plausible factors, such as similar goal orientations, can be derived from the literature.</p><p><strong>Aims: </strong>We examined whether students prefer teammates in physical education based on similar achievement goals, stronger degrees of goal orientation, the same gender, and friendship.</p><p><strong>Sample: </strong>We recruited 364 students aged 10-16, across 16 classrooms in three German secondary schools.</p><p><strong>Methods: </strong>Social Network Analyses with Exponential Random Graph Models (ERGMs) are applied to identify relevant achievement-goal dimensions for teammate selection and to assess preferences for collaborating with peers with similar or stronger degrees of goal orientation or with their friends.</p><p><strong>Results: </strong>Our findings indicate that students prefer to collaborate with peers who display similar levels of achievement-goal orientations in physical education. Additionally, students prefer collaborating with friends and often select peers of the same gender, with boys being chosen more frequently than girls. When students do not pick their friends, they seek out peers with stronger degrees of goal orientation, specifically for goals aimed at winning.</p><p><strong>Conclusion: </strong>When collaborating in sports games, peers are faced with the dilemma of choosing between friends and the desire to win. Teachers should supervise the formation of groups and, depending on the aim of a particular lesson, should allocate students on the basis of different characteristics or let students choose their own group members.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574582","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":"Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective","authors":"Hui Wang,&nbsp;Sophie Thompson-Lee,&nbsp;Robert M. Klassen","doi":"10.1111/bjep.12761","DOIUrl":"10.1111/bjep.12761","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Preparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We explored how performance on a series of classroom simulation sessions predicts preservice teachers' self-efficacy, career intentions, and perceived fit with the profession, after controlling for the baseline levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Participants were 1411 preservice teachers from an undergraduate teacher education programme in Australia (M = 20.27 years, SD = 4.54).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from students enrolled in an introduction to teaching course in a 4-year teacher education programme. Participants completed three classroom simulation sessions spaced over a 3-week period. We used latent change structural equation modelling to test the effects of performance on classroom simulations on preservice teachers' self-efficacy, career intentions and perceived person–vocation fit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The level of performance on classroom simulations significantly predicted changes in self-efficacy and person–vocation fit (but not career intentions), even after controlling for baseline levels of the constructs, as well as gender and age. Moreover, the change in teaching self-efficacy was progressively more pronounced after the second and third classroom simulation sessions. Finally, both age and gender were found to be associated with preservice teachers' motivation to teach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The implications for practice are that preservice teacher motivation may respond well to regular, repeated teaching-related simulations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S239-S255"},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558384","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":"How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes","authors":"Xinfeng Zhuo,&nbsp;Yangyang Wang,&nbsp;Yanli Xu,&nbsp;Hongmin Feng,&nbsp;Chang Liu,&nbsp;Yudan Wang,&nbsp;Jiwei Si","doi":"10.1111/bjep.12758","DOIUrl":"10.1111/bjep.12758","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The study identified distinct MA profiles, controlling for general anxiety, test anxiety and math achievement. It also examined how teacher support, peer support and math attitudes predict changes in MA profile membership, alongside potential gender differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>The sample included 1025 Chinese third graders (<i>M</i>_age = 8.39, SD = .56; 411 girls), assessed four times from third to sixth grade via questionnaires.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>MA, perceived teacher support, peer support and math attitudes were measured at four time points. Latent transition analysis was used to examine MA profiles while controlling for general anxiety, test anxiety and math achievement, with teacher support, peer support and math attitudes as predictors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three MA profiles were identified: Low MA profile (LMA), Moderate math evaluation anxiety profile (MMEA) and High math learning, problem solving and teacher anxiety profile (HLPTMA). Higher perceived teacher and peer support increased the likelihood of transitioning from MMEA and HLPTMA to LMA. Positive math attitudes facilitated the shift from MMEA and HLPTMA to LMA. Boys were more likely to shift from MMEA to HLPTMA than girls.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study sheds light on MA profile stability and highlights the crucial role of teacher and peer support and math attitudes in MA changes. These findings underscore the importance of early intervention strategies for managing MA in children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 3","pages":"811-835"},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558045","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}