British Journal of Educational Psychology最新文献

{"title":"A large-scale study on the prevalence of math anxiety in Qatar","authors":"Ahmed M. Megreya,&nbsp;Ahmed A. Al-Emadi,&nbsp;Aisha M. Al-Ahmadi,&nbsp;Ahmed A. Moustafa,&nbsp;Denes Szűcs","doi":"10.1111/bjep.12662","DOIUrl":"10.1111/bjep.12662","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Math anxiety (MA) is a worldwide appearing academic anxiety that can affect student mental health and deter students from math and science-related career choices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using the Arabic version of the Modified-Abbreviated Math Anxiety Scale (m-AMAS), the prevalence of MA was investigated in a very large sample of students (<i>N</i> = 10093) from grades 7 to 12 in Qatar.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed a better fit to the original two-factor model of the m-AMAS (learning MA and Evaluation MA) than to a single-factor solution. This two-factor model was also confirmed in each grade. Notably, the distribution of MA scores was right-skewed, especially for learning MA. Using the inter-quartiles ranges, norms for MA were provided: A score of ≤16 indicates low MA whereas a score of ≥30 identifies high MA. Previous studies conducted in Western countries defined high math-anxious students as those who score above the 90th percentile corresponding to a score of 30 on the m-AMAS. Using this cut-off criterion, the current study found that one-fifth of students in Qatar were highly math-anxious, with a higher proportion of females than males. We also calculated the percentage of participants selecting each response category for each questionnaire item. Results showed that attending a long math class was the context that elicited the highest levels of learning MA. In contrast, having an unexpected math test was the situation that triggered the highest levels of evaluation MA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The prevalence of MA might vary across different cultures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"539-556"},"PeriodicalIF":3.7,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673582","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":"Note-taking by university students on paper or a computer: Strategies during initial note-taking and revision","authors":"Salomé Cojean,&nbsp;Manon Grand","doi":"10.1111/bjep.12663","DOIUrl":"10.1111/bjep.12663","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note-taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The current study investigates university students' perceptions of the efficacity of their own preferred note-taking method, along with the strategies they employ.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Data were collected from 108 university students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students answered a questionnaire about their note-taking strategies during initial note-taking (in class) and revision (after class).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note-taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper-based.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"557-570"},"PeriodicalIF":3.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673583","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":"Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation","authors":"Ronnel B. King,&nbsp;Faming Wang,&nbsp;Shing On Leung,&nbsp;Andrew Elliot","doi":"10.1111/bjep.12660","DOIUrl":"10.1111/bjep.12660","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (<i>mediation</i>) and whether SES modifies the relationship between mastery-approach goals and these outcomes (<i>moderation</i>).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Data came from 595,444 students nested in 21,322 schools across 77 countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were analysed using multilevel-moderated mediation analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"499-517"},"PeriodicalIF":3.7,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503217","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":"Flow experience fosters university students' well-being through psychological resilience: A longitudinal design with cross-lagged analysis","authors":"Yanhui Mao,&nbsp;Xinyi Luo,&nbsp;Shujun Wang,&nbsp;Zhuozhu Mao,&nbsp;Mei Xie,&nbsp;Marino Bonaiuto","doi":"10.1111/bjep.12661","DOIUrl":"10.1111/bjep.12661","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Existing research has linked individuals' flow experience – a positive affective and cognitive state of deep immersion and engagement in daily activities – and their well-being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two variables and their underlying mechanisms (i.e., the mediator) of psychological resilience, specifically among university students in the context of the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To address this research gap, the present study draws on self-determination, flow and broaden-and-build theories. It examines the temporal dynamics and relationships between flow experience and well-being, and the mediating role of psychological resilience among Chinese university students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The study adopts a three-wave longitudinal design with a sample of 474 university students in Southwest China.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants' flow experience, well-being and psychological resilience were measured across three time waves.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings of this study reveal that flow experience predicts well-being across the three waves and that psychological resilience mediates this prediction. This empirical evidence emphasizes the significance of both flow experience and psychological resilience in contributing to the well-being of university students over time amid COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings enrich our understanding of the factors contributing to well-being in educational settings and provide highly relevant and timely insights for developing strategies to foster well-being among university students, especially in the transition into the post-pandemic era; findings also offer valuable insights not only for researchers but also for educators and policymakers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"518-538"},"PeriodicalIF":3.7,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139492905","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 versus explicit instruction in preparation for a test that counts","authors":"Janet Metcalfe,&nbsp;Judy Xu,&nbsp;Matti Vuorre,&nbsp;Robert Siegler,&nbsp;Dylan Wiliam,&nbsp;Robert A. Bjork","doi":"10.1111/bjep.12651","DOIUrl":"10.1111/bjep.12651","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study investigates the teaching strategies that facilitate learning from errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit instruction (EI) teaching strategy in a multi-session implementation directed at improving student performance on the high-stakes New York State Algebra 1 Regents examination. In the LFE condition, instead of receiving instruction on 4 sessions, students took mini-tests. Their errors were isolated to become the focus of 4 teacher-guided feedback sessions. In the EI condition, teachers explicitly taught the mathematical material for all 8 sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Teacher time-on in the LFE condition produced a higher rate of learning than did teacher time-on in the EI condition. The learning benefit in the LFE condition was, however, inconsistent across teachers. Second-by-second analyses of classroom activities, directed at isolating learning-relevant differences in teaching style revealed that a highly interactive mode of engaging the students in understanding their errors was more conducive to learning than was teaching directed at getting to the correct solution, either by lecturing about corrections or by interaction focused on corrections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results indicate that engaging the students interactively to focus on errors, and the reasons for them, facilitates productive failure and learning from errors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"11-25"},"PeriodicalIF":3.1,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139425978","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":"Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value","authors":"Johanna Schoenherr","doi":"10.1111/bjep.12653","DOIUrl":"10.1111/bjep.12653","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real-world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>In the current study, we investigated the effects of context personalization and active personalization on students' self-efficacy expectations, intrinsic value, attainment value, utility value, and cost.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The participants were 28 fifth- and sixth-grade students who voluntarily took part in a six-month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using a within-subjects design, at the end of the afterschool program, the students rated their self-efficacy expectations and task values for four self-developed problems associated with their hometown, four peer-developed problems associated with their hometown, and four instructor-provided problems associated with unfamiliar locations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students reported higher self-efficacy expectations, intrinsic value, attainment value, and utility value for active-personalized than non-personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' task motivation, specifically their self-efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"407-424"},"PeriodicalIF":3.7,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139400857","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":"First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment","authors":"Stephen R. Earl,&nbsp;Daniel Bishop,&nbsp;Kirsty Miller,&nbsp;Ellie Davison,&nbsp;Lynn Pickerell","doi":"10.1111/bjep.12650","DOIUrl":"10.1111/bjep.12650","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (<i>positive</i>; <i>moderate</i>; <i>negative</i>) with a positive profile expected to display the highest attendance and attainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Participants were 294 first-year undergraduate students from a university in the United Kingdom (<i>M</i>_age = 19.33 years; 127 men; 162 women).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four emotional profiles emerged: <i>positive</i>; <i>moderate</i>; <i>negative</i>; <i>mixed-valence</i> (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"367-386"},"PeriodicalIF":3.7,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139075835","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":"Error climate and alienation from teachers: A longitudinal analysis in primary school","authors":"Gabriele Steuer,&nbsp;Alyssa L. Grecu,&nbsp;Julia Mori","doi":"10.1111/bjep.12659","DOIUrl":"10.1111/bjep.12659","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student–teacher relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (<i>N</i> = 406 students in 29 classes in Switzerland and <i>N</i> = 345 students in 39 classes in Luxembourg).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"41-54"},"PeriodicalIF":3.1,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139089362","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":"The impact of school exclusion in childhood on health and well-being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting","authors":"Ingrid Obsuth,&nbsp;Joan E. Madia,&nbsp;Aja L. Murray,&nbsp;Ian Thompson,&nbsp;Harry Daniels","doi":"10.1111/bjep.12656","DOIUrl":"10.1111/bjep.12656","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The aim of the current study was to address this challenge in estimating the medium-to-long-term impact of school exclusion of health and well-being outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To this end, we used an inverse propensity weighting approach in the Next Steps data set (<i>N</i> = 6534, from wave 1, 2014, to wave 8, 2015).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that after weighting for propensity of treatment scores estimated based on a wide range of factors, including previous health indicators, there was a significant effect of school exclusion on a wide range of health and well-being outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>These results provide some of the most robust evidence to date that school exclusion harms long-term health outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that policies should aim to reduce exclusion and ensure access to preventative health support for those who experience a school exclusion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 2","pages":"460-473"},"PeriodicalIF":3.7,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139059059","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":"Identifying and shifting educators' failure pedagogical mindsets through reflective practices","authors":"Amber Simpson,&nbsp;Alice Anderson,&nbsp;Megan Goeke,&nbsp;Dara Caruana,&nbsp;Adam V. Maltese","doi":"10.1111/bjep.12658","DOIUrl":"10.1111/bjep.12658","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"26-40"},"PeriodicalIF":3.1,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138886587","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}