International journal of educational research open最新文献

{"title":"Predicting teacher attrition in secondary education: A comparison of models that explain teacher behaviour","authors":"Neline de Jong-Kroon ,&nbsp;Stefan Robbers ,&nbsp;Emmy Vrieling-Teunter ,&nbsp;Marjan Vermeulen","doi":"10.1016/j.ijedro.2025.100471","DOIUrl":"10.1016/j.ijedro.2025.100471","url":null,"abstract":"<div><div>Teacher attrition is a worldwide phenomenon; many secondary school teachers leave the profession before retirement. Teachers’ intentional behaviour regarding staying or leaving is influenced by individual and contextual (school) factors. A combination of two models, Self-Determination Theory (SDT) and Integrative Model of Behaviour Prediction (IMBP) were investigated among Dutch teachers (<em>n</em> = 199) in order to explain attrition. The IMBP-model had the best predictive value, followed by the SDT-model. This led to the recommendations that paying attention to Attitude (IMBP) and Perceived Norm (IMBP), and to a lesser extent Autonomy (SDT) and Competence (SDT), could help prevent teacher attrition.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100471"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tangled beneath decorum: Psychological contracts between master’s students and advisors in Chinese academia","authors":"Hui Zhi","doi":"10.1016/j.ijedro.2025.100527","DOIUrl":"10.1016/j.ijedro.2025.100527","url":null,"abstract":"<div><div>While prevailing academic discourse portrays the relationship between graduate students and advisors as a harmonious collaboration, this study reveals the “entanglement beneath decorum.” Drawing on psychological contract theory, it investigates how Chinese master’s students understand and rationalize supervisory relationships amidst distinctive cultural scripts and institutional logics. This interpretive qualitative study is based on semi-structured, in-depth interviews with eight master’s students, analyzed using thematic analysis. The findings reveal that their psychological contracts diverge from the rights-claiming model more common in Western contexts, manifesting instead as an obligation-internalizing model. This model spans three interrelated dimensions: (1) Dependency, whereby students construct identity through emotional belonging, resource reliance, and loyalty obligations; (2) Instrumentality, whereby students seek to realize their value through academic contribution, adapt it through non-entitlement mindsets, and constrain it through utility-based discipline; and (3) Vulnerability, whereby students employ help-seeking discourse, animal metaphors, and hedging expressions to mark and negotiate their subordinate position within hierarchical relations. Arguably, the psychological contract functions as a key cognitive-discursive mechanism through which asymmetrical relationships are stabilized and rendered intelligible. By applying psychological contract theory to non-Western higher education, this research offers novel insights for understanding and improving advisor-student relationships in high power-distance cultures.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100527"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive transition to school for children with disability; a scoping review applied to the Australian context","authors":"Sarah J. Rheinberger ,&nbsp;Bea Staley ,&nbsp;Georgie Nutton ,&nbsp;Tracy Woodroffe","doi":"10.1016/j.ijedro.2025.100524","DOIUrl":"10.1016/j.ijedro.2025.100524","url":null,"abstract":"<div><div>Transition to the first formal year of school is a major milestone for children and families. For children with disability, this transition is often a challenge because the system is predicated on segregation if integration cannot be achieved, introducing an educational exclusion risk point. Since 2006 when inclusive education was enshrined in international law, there has been increased focus on educational inclusion in Australia, though little attention has been paid to ensuring that transition to school is inclusive. This scoping review examines Australian and international literature on inclusive transition to school to identify a definition and key concepts. This paper recognises contemporary understandings of inclusion which apply to all children not only those with disability. As such the scoping review inclusion criteria was broadened beyond disability to other cohorts who experience challenges to inclusive transition to school to capture all relevant concepts. The search identified 31 peer reviewed articles since 2006 that fit the criteria, five of which specifically used the term inclusive transition to school. Three core concepts were developed: ‘valuing diversity, the child and family’, ‘putting relationships first’ and ‘ensuring that every child and family belong’, and a definition proposed. Using this definition this review explores if inclusive transition can be guaranteed in the Australian education system.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100524"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of the pandemic and school closures on non-cognitive characteristics: Evidence from PISA","authors":"Jose Wilmar Quintero Pena ,&nbsp;Louis Volante ,&nbsp;Kristof De Witte","doi":"10.1016/j.ijedro.2025.100489","DOIUrl":"10.1016/j.ijedro.2025.100489","url":null,"abstract":"<div><div>This study examines the impact of the COVID-19 pandemic on non-cognitive skills using survey data from the Programme for International Student Assessment (PISA). We analyzed survey findings from PISA 2022 and compared these results with previous test administrations to evaluate the influence of school closures on non-cognitive outcomes across Canada, the United States, Australia, New Zealand, and Europe. Our findings indicate that students in the 2022 PISA cohort experienced a contrasting short- and-long term effect on their sense of belonging. In the short term, there was a loss of 0.040 standard deviations (SD) in their sense of belonging to school. However, in the long term, there is evidence of a recovery of 0.049 SD, particularly in the USA and Canada. Additionally, the pandemic was associated with a 0.08 SD decline in growth mindset and a 5 % reduction in the likelihood of being frequently bullied, compared to past student cohorts. The study reveals that the COVID-19 pandemic disproportionately affected non-cognitive skills among girls, migrants, and economically disadvantaged students, exacerbating bullying and prompting a shift towards a fixed mindset, particularly among female students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100489"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on barriers to learning opportunities among deaf children in Tanzania","authors":"Placidius Ndibalema","doi":"10.1016/j.ijedro.2025.100468","DOIUrl":"10.1016/j.ijedro.2025.100468","url":null,"abstract":"<div><div>This study explores the perspectives on barriers to learning among deaf children with in Tanzania. Despite progress toward inclusive education, many deaf children face significant challenges that hinder their academic and social participation. Using a qualitative approach, the research gathered insights from teachers and heads of schools to identify key barriers on inclusive learning among children with disabilities. The study employed a phenomenography design involving 17 teachers and 2 heads of schools in the interview sessions. Thematic analysis was employed to analyse the collected data. The findings revealed a complex interplay of barriers for exclusion which included inadequate teacher training, limited access to assistive technologies, lack of funds to afford the assistive devices and discrimination of deaf children due to negative attitudes towards disabilities. The findings highlight the need for systemic changes in educational policies and practices to ensure equal opportunities for all children. This study underscores the importance of creating supportive environments that foster inclusion and equity for deaf children, advocating for targeted interventions and increased awareness among stakeholders. Ultimately, this highlights insights that can inform policymakers and educators on necessary changes to enhance the learning experiences of deaf children, ensuring that schools provide necessary support.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100468"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding STEM beyond the cities: A comprehensive review of non-metropolitan STEM education research","authors":"James Deehan,&nbsp;Sarah Redshaw,&nbsp;Lena Danaia,&nbsp;Freyja Postlethwaite,&nbsp;Alison Donnelly,&nbsp;Christopher Morris","doi":"10.1016/j.ijedro.2025.100496","DOIUrl":"10.1016/j.ijedro.2025.100496","url":null,"abstract":"<div><div>STEM education is vitally important to long-term global prosperity, but it is not well understood beyond our metropolitan centres. If STEM education is to uphold principles of equity and inclusion, then robust knowledge of non-metropolitan STEM education is necessary to appreciate unique opportunities and address entrenched disadvantage. To this end, this paper presents a comprehensive scoping review of demographics, research methods, teaching approaches and emergent themes in non-metropolitan STEM education research. Following the PRISMA protocol, a 4-phase selection process identified 229 relevant research outputs. Priori and priori coding processes were applied collaboratively. Findings show that research in this field has increased significantly since 2020 and that 75% of all outputs originate from Australia and the USA. Engineering and technology are underrepresented and most research focuses on primary and secondary school contexts. Qualitative and quantitative methods were typically observed in cross sectional, case study and quasi-experimental designs. Themes of relevance, collaboration, student-centred learning and technological support emerged across the 18 STEM instructional approaches. Thematic analyses showed that the core focus on teacher and student traits was supplemented by wider contextual foci, such as culture/ community, metro/non-metro comparison and partnerships. Limitations and directions for future work will be discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100496"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews","authors":"Lisanne Jilink ,&nbsp;Paul Leseman ,&nbsp;Pauline Slot ,&nbsp;Mirjam Gevers","doi":"10.1016/j.ijedro.2025.100546","DOIUrl":"10.1016/j.ijedro.2025.100546","url":null,"abstract":"<div><div>After-school programs (ASPs) offer inclusive, developmentally rich environments that can help close developmental gaps and promote equitable learning opportunities for all children. Given increasing participation in ASPs and the critical role of social and emotional learning (SEL) in long-term outcomes, a comprehensive synthesis of their effectiveness in promoting SEL is warranted. This umbrella review examined systematic reviews and meta-analyses on the impact of ASPs on SEL among children aged 4–12, focusing on program characteristics, contexts, and target populations.</div><div>A systematic search across four databases (Web of Science, PsycINFO, ERIC, and Scopus) in December 2024 yielded ten eligible reviews. Studies included in these reviews assessed structured programs delivered outside regular school hours and curriculum. The reviews covered both general ASPs (e.g., academic and recreational programs) and content-specific extracurricular activities (e.g., STEM, music).</div><div>Seven reviews on general ASPs reported small but positive effects on SEL domains such as self-perception, prosocial behavior, and identity development. Program quality, design (e.g., experiential learning), duration, delivery context, and implementation fidelity emerged as key moderators of effectiveness. However, methodological limitations and inconsistent reporting constrained conclusions. Three reviews of content-specific activities reported consistent SEL benefits—particularly in identity formation, social skills, and perseverance—when programs featured hands-on learning, strong peer and adult-child relationships, and culturally responsive content.</div><div>Findings suggest ASPs can meaningfully promote SEL with differentiated program design and implementation strategies that reflect children's backgrounds, interests, and needs. Future research should prioritize interest-driven approaches, comprehensive program, and rigorous evaluation methods to identify best practices across diverse contexts.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100546"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Burned out parents, educated kids? Navigating \"Juan\" culture: Decision-making-process and education in Thailand","authors":"Chengxiang Ma ,&nbsp;Konrawan Rattanaburi ,&nbsp;Chenglin Gao","doi":"10.1016/j.ijedro.2025.100458","DOIUrl":"10.1016/j.ijedro.2025.100458","url":null,"abstract":"<div><div>This study explored the decision-making process of Chinese parents in choosing to send their children to study in Thailand, driven by intensifying academic pressure, cultural proximity, language proficiency, and the desire for a holistic educational environment as precursors to this decision. A qualitative design was used, with 21 Chinese parents and six Thai educators or policymakers interviewed to gather their views regarding this growing trend. The central argument of this study is that China's \"Juan\" culture, characterized by relentless academic competition and limited holistic growth, has become a key driver behind Chinese parents’ decisions to send their children abroad. Thailand emerges as a preferred destination due to its perceived balance between academic rigor and personal development. However, this decision is accompanied by challenges such as language barriers, cultural adaptation, and concerns about education quality. Conversely, opportunities include exposure to a different learning system, potential bilingual proficiency, and enhanced future career prospects. To maximize the benefits and address the challenges, this study recommends strengthening information dissemination, developing tailored support mechanisms in Thai institutions, promoting cooperation between Chinese and Thai educational institutions, and reinforcing policies to improve the international education experience of these students in Thailand.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100458"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"First-generation students’ identity compatibility, sense of belonging and self-efficacy going to and through honors talent programs: a mixed-method study","authors":"Annegien Langeloo,&nbsp;Elanor Kamans","doi":"10.1016/j.ijedro.2025.100498","DOIUrl":"10.1016/j.ijedro.2025.100498","url":null,"abstract":"<div><div>When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100498"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive and emotional predictors of self-regulated learning: a structural model based on executive functions, learning strategies, and sense of coherence","authors":"Carlos Ramos-Galarza ,&nbsp;Jennifer Obregón ,&nbsp;Nancy Lepe-Martínez ,&nbsp;Milenko Del Valle ,&nbsp;Brenda Guerrero-Tates ,&nbsp;Jorge Cruz-Cárdenas","doi":"10.1016/j.ijedro.2025.100528","DOIUrl":"10.1016/j.ijedro.2025.100528","url":null,"abstract":"<div><div>Self-Regulated Learning (SRL) is a complex process that enables university students to consciously manage their learning and achieve strong academic performance throughout their academic career. This process is influenced by various factors, particularly within the cognitive and emotional domains. Specifically, SRL is shaped by variables such as Executive Functions, Sense of Coherence, and Learning Management Strategies. In this study, we hypothesized that Conscious Monitoring of Responsibilities, Supervisory Attentional System, Deliberate Emotion Regulation, Manageability, Meaningfulness, and Conscious Motivational Strategies contribute significantly to the variance observed in SRL. Two explanatory models were proposed to represent the dynamic relationships among these variables. The study involved a sample of 1316 university students from two Latin American countries: Chile (<em>n</em> = 631, <em>M_age</em>=20.18, <em>SD</em>=2.06) and Ecuador (<em>n</em> = 685, <em>M</em>_age=20.71, <em>SD</em>=1.99). Three scales were used to assess the variables included in the models, each demonstrating acceptable to strong internal consistency (<em>α</em>=0.70 to 0.85). The results revealed moderate to strong correlations among the variables (<em>r</em> = 0.27 to 0.64). The explained variance of SRL was 24% for the emotional and 30% for the cognitive dimensions. Both proposed models demonstrated adequate fit indices (<em>CFI</em>=0.96, <em>RMSEA</em>=0.05, <em>SRMR</em>=0.04), supporting the structural validity of the models. These findings suggest that SRL is the result of a complex interaction between cognitive and emotional factors. The models proposed in this study offer a valuable foundation for the development of targeted interventions aimed at enhancing SRL in university students and, consequently, improving their academic performance.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100528"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}