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Tracing Scientific Reasoning as Process: A Trait–Behavior–Performance Model with Learning Analytics in Simulated Environments 追踪科学推理过程:模拟环境中学习分析的特征-行为-绩效模型
IF 12 1区 教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Pub Date : 2026-01-12 DOI: 10.1016/j.compedu.2025.105556
Chia-Mei Lu
Scientific reasoning in simulation-based learning environments(SBLEs)is a time-structured process, not a terminal outcome. We advance and test a trait → mechanism → behavior model explaining how self-regulated learning(SRL)and critical thinking disposition(CTD)become consequential via a translation layer: dispositions first shape a reasoning-aligned configuration mechanism(SIM; planned contrasts, disciplined retesting), which enables process-level behavior(SIB; semantic precision, revision cadence). Eleventh graders(N = 168)completed a closed-loop aquatic simulation under Guided→Open or Open→Open sequences. Consistent Partial Least Squares for Reflective Constructs(PLSc)estimated reflective blocks; SIB was formative(Mode B). Measurement quality and cross-condition invariance were established; Cluster-Robust Variance Estimator, Type 2(CR2), and PLSpredict supported stability and utility. Process analytics(K-means profiles; three-state HMM)complemented the SEM. Findings: SRL and CTD had moderate positive effects on SIM; SIM had a vast, robust effect on SIB. Mediation showed trait effects reach behavior primarily through SIM. Format moderation was small/uncertain; temporally, lower-SRL learners dwelled longer in low-efficiency states, and editing cadence marked transitions to efficiency; early scaffolds modestly shortened dwell. Design principles: instrument platforms to monitor SIM/SIB as live control points; route support by profiles; and time-minimal, load-aware prompts to the revision window to restore Control of Variables Strategy(CVS)discipline and semantic alignment. The contribution is a validated, mechanism-aware account that yields diagnostic, feedback-ready, and scalable specifications for precision scaffolding and evaluation in SBLEs.
基于模拟的学习环境(SBLEs)中的科学推理是一个时间结构的过程,而不是最终的结果。我们提出并测试了一个特质→机制→行为模型,该模型解释了自我调节学习(SRL)和批判性思维倾向(CTD)如何通过翻译层变得重要:倾向首先塑造了一个与推理一致的配置机制(SIM;有计划的对比,有纪律的重新测试),从而实现了过程级行为(SIB;语义精度,复习节奏)。11年级学生(N = 168)在Guided→Open或Open→Open顺序下完成闭环水上模拟。反射构造估计反射块的一致偏最小二乘法SIB是形成性的(模式B)。建立了测量质量和交叉条件不变性;聚类-鲁棒方差估计器,类型2(CR2)和plpredict支持稳定性和实用性。过程分析(k -均值曲线;三态HMM)补充了扫描电镜。结果:SRL和CTD对SIM有中等正向影响;SIM对SIB有巨大而强大的影响。中介结果表明,特质效应主要是通过SIM达到行为的。格式适度性小/不确定;在时间上,低语速学习者在低效率状态下停留的时间更长,编辑节奏标志着向高效率的过渡;早期支架适度缩短了停留时间。设计原则:仪器平台监控SIM/SIB作为现场控制点;配置文件支持路由;以及时间最小、负载敏感的修订窗口提示,以恢复变量控制策略(CVS)规则和语义对齐。其贡献是一个经过验证的、机制感知的帐户,该帐户为sble中的精确搭建和评估生成了诊断、反馈就绪和可扩展的规范。
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引用次数: 0
Error-based learning in health professions education: AMEE Guide No. 191. 卫生专业教育中的基于错误的学习:AMEE指南第191号。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-11 DOI: 10.1080/0142159X.2025.2583404
Maryam Alizadeh, David Taylor, Cesar Orsini, Rusul Jasim Khalaf, MonirehSadat Afzali Arani

Error-Based Learning (EBL) represents a paradigm shift in Health Professions Education (HPE), moving from punitive approaches to embracing errors as learning opportunities. This AMEE guide targets educators, curriculum designers, clinicians, and learners, bridging theory with practical strategies to optimize EBL in training and assessment. The guide contrasts Error Management Theory (EMT), which emphasizes learning from errors, with Error Avoidance Theory (EAT). Core EBL components including psychological safety, structured reflection, deliberate error exposure, and feedback are detailed alongside actionable implementation strategies, including simulation-based scenarios with debriefing, contrasting case-based reasoning, structured error-logging through reflective portfolios and assessment for learning. Looking ahead, we discuss emerging innovations in EBL, including the potential reconceptualization of educational tools such as the 'escape room' as an 'error room' and AI. This guide challenges traditional paradigms and calls for a deliberate focus on error-embracing in HPE.

基于错误的学习(EBL)代表了卫生专业教育(HPE)的范式转变,从惩罚方法转向将错误视为学习机会。本AMEE指南针对教育工作者、课程设计者、临床医生和学习者,将理论与实践策略相结合,以优化EBL的培训和评估。该指南将强调从错误中学习的错误管理理论(EMT)与错误避免理论(EAT)进行了对比。EBL的核心组件包括心理安全、结构化反思、故意错误暴露和反馈,以及可操作的实施策略,包括基于模拟的情况汇报、基于案例的对比推理、通过反思组合和学习评估的结构化错误记录。展望未来,我们将讨论EBL的新兴创新,包括教育工具的潜在重新概念化,如“逃生室”作为“错误室”和人工智能。本指南挑战了传统范式,并呼吁在HPE中有意识地关注错误。
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引用次数: 0
The roles of growth mindset and feedback type in shaping students’ responses to academic setbacks 成长心态和反馈类型在塑造学生学业挫折反应中的作用
IF 4.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-11 DOI: 10.1016/j.learninstruc.2026.102319
Xingyu Liu , Xiaojing Gu , Hang Zeng

Background

Growth mindset helps students cope more effectively with academic setbacks, whereas different types of feedback play distinct roles in shaping students’ mindsets and, in turn, their responses to setbacks. However, previous work often used feedback to temporarily induce shifts in mindset without considering preexisting mindsets, and little is known about how these factors interact to shape motivation and behavior. Additionally, evidence on the effects of mixed feedback and different types of critical feedback remains limited.

Aims

We examine how mindsets and types of praise/critical feedback (person, process, or mixed feedback) influence students’ postfailure responses. Specifically, Studies 1a and 1b examined the effects of mindset and praise, whereas Studies 2a and 2b focused on mindset and critical feedback.

Sample

Study 1a: 115 university students; Study 1b: 168 high school students; Study 2a: 119 university students; and Study 2b: 172 high school students.

Methods

Students with different mindsets were randomly assigned to receive one type of praise/critical feedback. Postfailure responses were assessed after they received an artificial academic setback.

Results

Across studies, students with a growth mindset consistently demonstrated more adaptive responses to setbacks, regardless of the type of praise or critical feedback they received. Interestingly, we found that mixed praise feedback outperformed pure person or process praise feedback in terms of promoting persistence on a task among university students, but this was true only for students with higher growth mindset scores.

Conclusions

These findings underscore the value of fostering growth mindsets and suggest feedback should be tailored to existing mindsets.
成长心态有助于学生更有效地应对学业挫折,而不同类型的反馈在塑造学生的心态以及他们对挫折的反应方面发挥着不同的作用。然而,之前的研究经常使用反馈来暂时诱导心态的转变,而不考虑先前存在的心态,而且对于这些因素如何相互作用来塑造动机和行为知之甚少。此外,关于混合反馈和不同类型的关键反馈的影响的证据仍然有限。目的我们研究心态和表扬/批评反馈的类型(个人、过程或混合反馈)如何影响学生的失败后反应。具体来说,研究1a和1b考察了心态和表扬的影响,而研究2a和2b则关注心态和批评反馈。样本研究1a: 115名大学生;研究1b: 168名高中生;研究2a: 119名大学生;研究2b: 172名高中生。方法不同心态的学生被随机分配接受一种表扬/批评反馈。失败后的反应在他们受到人为的学业挫折后进行评估。结果在研究中,拥有成长型思维模式的学生对挫折始终表现出更强的适应性反应,无论他们收到的是哪种表扬或批评反馈。有趣的是,我们发现,在促进大学生对任务的坚持方面,混合表扬反馈比单纯的个人或过程表扬反馈表现得更好,但这只适用于成长型心态得分较高的学生。这些发现强调了培养成长型心态的价值,并建议反馈应该针对现有的心态进行调整。
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引用次数: 0
Effect of Cultural Identity, Self-Efficacy, and Perceived Authenticity in Predicting Chinese University Students' Continued Use of Virtual Reality Learning Environments 文化认同、自我效能和感知真实性在预测中国大学生继续使用虚拟现实学习环境中的作用
IF 4.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-11 DOI: 10.1002/jcal.70186
Yu Xiao, Xiaolong Wan, Tongfei Xu, Abdullahi Yusuf

Background

Virtual reality (VR) offers immersive and authentic learning opportunities that can transform lecture delivery and student engagement. Despite growing adoption in education, little is known about how learners' cultural identity, self-efficacy, and perceived authenticity shape their sustained use of VR learning environments.

Objectives

This study examined how cultural identity, self-efficacy, and perceived authenticity predict Chinese university students' continued use of VR, with prior VR experience tested as a potential moderator.

Methods

A correlational survey was conducted with 833 students using validated instruments on cultural identity, VR self-efficacy, authenticity gap, and VR usage. Data were analysed through structural equation modelling.

Results and Conclusions

The findings reveal that cultural identity (β = 0.32), self-efficacy (β = 0.52), and perceived authenticity (β = 0.41) positively influence continued VR use. Prior VR experience strengthened these relationships. Beyond theoretical contributions extending expectation-confirmation theory (ECT) with cultural and psychological dimensions, these results offer clear design and pedagogical implications. Developers should embed culturally responsive content and realistic environments, while educators can strengthen self-efficacy through scaffolded VR learning and feedback.

虚拟现实(VR)提供了身临其境和真实的学习机会,可以改变讲课方式和学生的参与度。尽管教育越来越多地采用VR,但人们对学习者的文化认同、自我效能感和感知真实性如何影响他们对VR学习环境的持续使用知之甚少。本研究探讨了文化认同、自我效能感和感知真实性如何预测中国大学生对虚拟现实的持续使用,并测试了先前的虚拟现实体验作为潜在的调节因素。方法采用验证工具对833名大学生进行文化认同、虚拟现实自我效能感、真实性差距和虚拟现实使用情况的相关调查。通过结构方程模型对数据进行分析。结果与结论文化认同(β = 0.32)、自我效能感(β = 0.52)和感知真实性(β = 0.41)正向影响虚拟现实的持续使用。之前的VR体验加强了这些关系。除了在文化和心理维度上扩展期望-确认理论(ECT)的理论贡献之外,这些结果还提供了明确的设计和教学意义。开发者应该嵌入符合文化的内容和现实的环境,而教育者可以通过脚手架式的VR学习和反馈来增强自我效能感。
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引用次数: 0
Integrating Learning Theory into the Instructional Design of Leadership Curriculum. 将学习理论融入领导力课程的教学设计。
IF 1.8 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/10401334.2025.2611035
Erin S Barry, William Rainey Johnson, Anne Wildermuth, Steven J Durning, Joshua D Hartzell

Leadership development increasingly is recognized as essential to improving patient care and provider well-being, yet many medical education curricula lack clear theoretical foundations to guide the design and implementation. This article describes how six educational theories-deliberate practice, zone of proximal development, reflective practice, social cognitive learning theory, constructivism, and experiential learning theory-can be applied to develop robust, theory-informed leadership curricula in medical education. Drawing on both literature and real-world examples, we analyze the need for theory-informed design, outline the context in which these theories are most applicable, and categorize them into micro (individual), meso (group), and macro (systems) levels. For each theory, we provide practical examples of implementation within leadership training, highlighting how combining congruent theories can optimize learning outcomes, support professional growth, and meet academic standards for dissemination. Educators should use our analysis to (1) match leadership development goals with congruent theories, (2) combine and sequence theories to maximize educational impact, and (3) document the theoretical basis of their curricula to strengthen scholarly rigor and facilitate dissemination. While focused on leadership development, these approaches also offer guidance for other educational initiatives, such as promoting quality improvement and advancing diversity, equity, and inclusion. This report offers a detailed roadmap for educators seeking to engineer leadership curricula that are both evidence-informed and responsive to learners' diverse needs and contexts.

人们日益认识到,领导力发展对于改善患者护理和提供者福祉至关重要,但许多医学教育课程缺乏明确的理论基础来指导设计和实施。本文描述了六种教育理论——刻意实践、最近发展区、反思实践、社会认知学习理论、建构主义和体验学习理论——如何应用于医学教育中建立健全的、基于理论的领导力课程。根据文献和现实世界的例子,我们分析了对理论知情设计的需求,概述了这些理论最适用的背景,并将它们分为微观(个人)、中观(群体)和宏观(系统)三个层次。对于每个理论,我们都提供了在领导力培训中实施的实际例子,强调如何结合一致的理论来优化学习成果,支持专业成长,并满足传播的学术标准。教育工作者应该利用我们的分析(1)将领导力发展目标与一致的理论相匹配,(2)将理论组合和排序以最大化教育影响,以及(3)记录其课程的理论基础,以加强学术严谨性并促进传播。在注重领导力发展的同时,这些方法也为其他教育活动提供了指导,例如促进质量改进和促进多样性、公平性和包容性。这份报告为寻求设计领导力课程的教育工作者提供了详细的路线图,这些课程既有证据依据,又能满足学习者的不同需求和背景。
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引用次数: 0
Remediation in Health Professions Education: A Scoping Review of Reviews. 卫生专业教育中的补救:综述的范围综述。
IF 5.2 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1093/acamed/wvag003
Candace S Percival, Tasha R Wyatt, Paolo C Martin, Lauren A Maggio

Purpose: Becoming a physician requires navigating a deliberately rigorous pathway designed to ensure the development of competent physicians. Although most trainees complete training without difficulty, 2% to 30% require remediation. Remediation is a resource-intensive and emotionally charged process that often falls outside graduate medical education's (GME's) cultural norms, leading to negative personal and societal implications. This scoping review examines reviews on remediation in medical education with a focus on GME.

Method: The authors searched Ovid MEDLINE, Embase, PsycINFO, and Web of Science for knowledge syntheses published from database inception to October 2025 discussing remediation in medical education, with a GME focus. The searches were initially run in December 2023 and updated in May and October 2025. Search terms included remediation, underperforming student, struggling learner, medical education, and review. Narrative and perspective reviews were excluded. A 7-stage remediation framework was used to organize the findings.

Results: Fourteen reviews were analyzed, with most being systematic (7 [50.0%]) or scoping (4 [28.6%]) reviews. Included reviews were published between 2009 and 2025, with most (78.5%) published between 2020 and 2025. Definitions of struggling learner and remediation varied across the literature or were undefined, illustrating an absence of shared clarity in their meanings. Reviews commonly reported on the identification and diagnosis of competency deficiencies and interventions to address them but did not discuss how to communicate and involve learners in remediation planning or on high-impact outcomes to evaluate remediation efficacy.

Conclusions: Clear definitions of remediation in medical education have yet to be agreed on. Furthermore, gaps still exist in our collective knowledge surrounding learner involvement with remediation efforts and in determining impactful outcomes that measure the success of remediation, the struggling learner's reintegration into the health profession after remediation, and, ultimately, improvements in patient care.

目的:成为一名医生需要通过精心设计的严格途径,以确保合格医生的发展。虽然大多数学员顺利完成培训,但仍有2%至30%的学员需要补习。补救是一个资源密集型和情绪化的过程,往往超出了研究生医学教育(GME)的文化规范,导致负面的个人和社会影响。本范围审查审查了医学教育中的补救措施,重点是GME。方法:作者检索了Ovid MEDLINE、Embase、PsycINFO和Web of Science,检索了从数据库建立到2025年10月发表的关于医学教育中补救措施的知识综合,并以GME为重点。搜索最初于2023年12月进行,并于2025年5月和10月更新。搜索词包括补救、表现不佳的学生、苦苦挣扎的学习者、医学教育和复习。叙述性和透视性评论被排除在外。一个7阶段的补救框架被用来组织调查结果。结果:共分析了14篇评价,其中大多数是系统评价(7篇[50.0%])或范围评价(4篇[28.6%])。纳入的综述发表于2009年至2025年之间,其中大部分(78.5%)发表于2020年至2025年之间。在不同的文献中,“挣扎学习者”和“补救”的定义各不相同,或者没有定义,这说明它们的含义缺乏共同的清晰度。综述通常报告了能力缺陷的识别和诊断以及解决这些缺陷的干预措施,但没有讨论如何沟通和让学习者参与补救计划,也没有讨论评估补救效果的高影响结果。结论:医学教育中补救的明确定义尚未达成一致。此外,在我们的集体知识方面仍然存在差距,包括学习者参与补救工作,确定有影响的结果,衡量补救的成功,努力学习的学习者在补救后重新融入卫生专业,以及最终改善患者护理。
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引用次数: 0
Beyond the faculty-student dyad: Disentangling the hidden factors shaping graduate HPE advising success. 超越教师与学生的二元关系:剖析影响毕业生HPE咨询成功的隐藏因素。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/0142159X.2025.2610405
Holly S Meyer, Anita Samuel, Lauren A Maggio, Jennifer Cleland, Anthony R Artino, Emily Scarlett, Paolo C Martin

Introduction: Advising is essential for student success in graduate health professions education (HPE). Advising does not happen in a vacuum, yet most research focuses narrowly on advisor-advisee relationships. To address this gap, this study examines how institutional structures, policies, and programmatic dynamics influence the effectiveness of advising in graduate HPE.

Methods: We conducted semi-structured interviews with 15 HPE program leaders across six WHO regions. Using framework analysis guided by Activity Theory and the concept of knotworking, we analyzed how institutional systems shape advising practices.

Results: Five institutional factors were identified: (1) strategic advisor recruitment, (2) supportive advising cultures, (3) bureaucratic and resource constraints, (4) advisor training and evaluation, and (5) recognition and support for advisors. Leaders described advising as an adaptive, cross-system process shaped by institutional complexity and evolving student needs.

Discussion: Advising in graduate HPE operates beyond dyadic relationships. It is embedded within institutional activity systems and requires ongoing negotiation across structural boundaries. Programs must adopt systemic strategies, such as faculty development, workload alignment, and policy reform, to support effective advising networks.

介绍:建议是必不可少的学生成功的研究生卫生专业教育(HPE)。咨询不是凭空产生的,但大多数研究都只关注顾问与被顾问之间的关系。为了解决这一差距,本研究考察了制度结构、政策和规划动态如何影响研究生HPE咨询的有效性。方法:我们对世卫组织六个区域的15名HPE项目负责人进行了半结构化访谈。采用以活动理论和网络概念为指导的框架分析,我们分析了制度系统如何影响咨询实践。结果:确定了五个制度因素:(1)战略顾问招聘;(2)支持性咨询文化;(3)官僚主义和资源约束;(4)顾问培训和评估;(5)对顾问的认可和支持。领导们将咨询描述为一种适应性的、跨系统的过程,这种过程是由机构的复杂性和不断变化的学生需求形成的。讨论:HPE毕业生的咨询工作超越了二元关系。它嵌入在机构活动系统中,需要跨越结构边界进行持续的谈判。项目必须采用系统的策略,如教师发展、工作量调整和政策改革,以支持有效的咨询网络。
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引用次数: 0
AI assisted, mentor-guided narrative review writing task for medical students, a novel educational strategy to enhance research and academic writing. 人工智能辅助、导师指导的医学生叙事评论写作任务,是一种提高研究和学术写作的新型教育策略。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-10 DOI: 10.1080/0142159X.2025.2604240
Zienab Alrefaie, Awdah Alhazimi, Amer Almarabheh, Taif Madkhali, Ayman Elsamanoudy

Introduction: The integration of artificial intelligence (AI) tools into medical education presents new opportunities for enhancing students' research skills and scientific writing. However, concerns remain about the potential for cognitive disengagement and the ethical use of AI when lacking appropriate educational supervision. This study aimed to evaluate a novel educational strategy combining structured AI assistance with mentor guidance to support narrative review writing among third-year medical students.

Methods: A structured framework was implemented during the endocrine module, involving AI-assisted objective formulation, mentor-guided objective refinement, literature search and summarization, review drafting followed by AI-assisted rephrasing. Students worked in groups, each supervised by a trained mentor. A validated questionnaire assessed student perceptions across four domains: framework and guidelines, AI-generated objectives, skills developed and mentor role, and overall satisfaction. Descriptive statistics were performed and chi-square tests evaluated associations between perceptions and AI tool usage (ChatGPT vs. DeepSeek).

Results: Eighty-seven students completed the survey. Perceived improvement in research readiness was observed; confidence in literature searching rose from 29.8% to 69%, while 75.8% reported increased familiarity with PubMed/Google Scholar. Most students (80.5%) expressed satisfaction with the AI mentor hybrid approach, and 82.8% agreed it prepared them for future research. There were no significant differences in perceived outcomes between AI tools used. Mentor involvement was deemed essential by 69% of students, and a minority believed AI alone could replicate the same outcomes. Common challenges included limited access to articles and peer collaboration difficulties, while key learning outcomes included improved summarization and ethical AI use.

Discussion: This study supports the integration of AI tools within a structured, mentor-guided educational framework to enhance critical evaluation and scientific writing in medical education. Human oversight and mentorship drive skill development and minimize the risk of unmoderated AI use in academic settings.

导读:人工智能(AI)工具与医学教育的整合为提高学生的研究技能和科学写作提供了新的机会。然而,人们仍然担心,在缺乏适当的教育监督的情况下,人工智能的认知脱离和道德使用的可能性。本研究旨在评估一种将结构化人工智能辅助与导师指导相结合的新型教育策略,以支持三年级医学生的叙事评论写作。方法:在内分泌模块中实施结构化框架,包括人工智能辅助的目标制定、导师指导的目标细化、文献检索和总结、综述起草和人工智能辅助的改写。学生们分组学习,每组由一名训练有素的导师指导。一份经过验证的问卷评估了学生对四个领域的看法:框架和指导方针、人工智能生成的目标、技能发展和导师角色,以及总体满意度。进行描述性统计,卡方检验评估感知与人工智能工具使用之间的关联(ChatGPT vs. DeepSeek)。结果:87名学生完成调查。观察到研究准备程度的感知改善;对文献检索的信心从29.8%上升到69%,而75.8%的人表示对PubMed/谷歌Scholar的熟悉程度有所提高。大多数学生(80.5%)对人工智能导师混合方法表示满意,82.8%的学生认为这为他们未来的研究做好了准备。在使用的人工智能工具之间,感知结果没有显著差异。69%的学生认为导师的参与至关重要,少数人认为人工智能可以复制同样的结果。常见的挑战包括文章获取受限和同行协作困难,而关键的学习成果包括改进总结和道德人工智能的使用。讨论:本研究支持将人工智能工具整合到结构化的、导师指导的教育框架中,以加强医学教育中的批判性评估和科学写作。人类的监督和指导推动了技能的发展,并最大限度地降低了在学术环境中过度使用人工智能的风险。
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引用次数: 0
Multilevel analysis of teachers' well-being and personal accomplishment and students’ self-esteem, self-efficacy, and academic burnout: A conservation of resources perspective 教师幸福感、个人成就感与学生自尊、自我效能感、学业倦怠的多层次分析:资源保护视角
IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.tate.2026.105386
Yutong Liu , Mingyu Li , Huiping Chen , Xin Zhang
Although the scholarly literature on students' burnout has expanded markedly, it has remained largely confined to student-level determinants, leaving higher-level influences comparatively underexplored. This study examines the relationships between teachers' well-being and personal accomplishment and students' burnout, and the mediating roles of students' self-esteem and self-efficacy. Survey data were collected from 2979 students and 84 teachers across eight junior high schools in China, using a combination of adapted scales to measure different variables. Data analyzed through a multilevel mediation model revealed that teachers' personal accomplishment was negatively associated with students' burnout, mediated by both students' self-esteem and self-efficacy. Nevertheless, there was no significant association between teachers' well-being and students' burnout, but this association manifested indirectly through the mediation of students' self-esteem. The findings point to several practical directions for school leaders to develop supporting mechanisms to enhance teachers' psychological resources, improve students’ self-beliefs, and reduce their burnout.
尽管关于学生倦怠的学术文献已经显著增加,但它仍然主要局限于学生层面的决定因素,而对更高层次的影响的探索相对较少。本研究探讨教师幸福感、个人成就感与学生倦怠的关系,以及学生自尊和自我效能感的中介作用。调查数据来自中国八所初中的2979名学生和84名教师,使用适应量表的组合来测量不同的变量。通过多层次中介模型分析数据发现,教师个人成就感与学生职业倦怠呈负相关,学生自尊和自我效能都起到中介作用。教师幸福感与学生职业倦怠之间不存在显著的关联,但这种关联通过学生自尊的中介间接表现出来。研究结果为学校领导开发支持机制以增强教师心理资源、提高学生自我信念、减少学生倦怠提供了一些实践方向。
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引用次数: 0
Integrating expectancy-value theory and social capital: A netnographic study of social studies teachers' motivations for participation in online teacher communities 整合期望价值理论与社会资本:社会学教师参与网络教师社区动机的网络研究
IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-10 DOI: 10.1016/j.tate.2026.105385
Birsel Arıkan Karagöz , Servet Üztemur
This netnographic study explores the motivations of social studies teachers in Turkey to participate in Facebook-based online teacher communities and post content. Integrating expectancy-value theory and sociocultural perspectives on online communities of practice (CoPs) and social capital, this study conceptualizes teachers' online participation as both an individual cost–benefit evaluation and a socially embedded practice. Using a three-phase netnographic design (systematic observation, content analysis, and follow-up interviews), data were generated from posts and comments in three large Facebook groups and from in-depth interviews with active participants. Thematic analysis shows that teachers join and contribute primarily to access subject-specific resources, solve classroom problems, reduce professional isolation, and receive emotional support, while generally avoiding open conflict and controversy. By linking teachers’ stated reasons for posting to established motivational and sociocultural frameworks, the study extends international research on online teacher communities to the understudied context of Turkish social studies education.
本网络学研究探讨了土耳其社会研究教师参与基于facebook的在线教师社区和发布内容的动机。本研究整合线上实践社群(cop)与社会资本的期望价值理论与社会文化观点,将教师线上参与概念化为一种个人成本效益评估与社会嵌入实践。采用三阶段网络图设计(系统观察、内容分析和随访访谈),从三个大型Facebook群组的帖子和评论以及对活跃参与者的深度访谈中生成数据。专题分析表明,教师参与并作出贡献的主要目的是获取特定学科的资源、解决课堂问题、减少专业孤立和获得情感支持,同时一般避免公开冲突和争议。通过将教师陈述的发帖原因与既定的动机和社会文化框架联系起来,该研究将在线教师社区的国际研究扩展到土耳其社会研究教育的未充分研究背景。
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引用次数: 0
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