教育学最新文献

英文中文

IF： -

A bibliometric and content analysis of educational robotics’ impact on communication, collaboration, critical thinking, and creativity in kindergarten

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-04-19 DOI: 10.1016/j.tsc.2025.101849

Sophia Rapti, Sokratis Tselegkaridis, Theodosios Sapounidis, Serafeim A. Triantafyllou

Communication, collaboration, critical thinking, and creativity are 21st-century skills required to be developed in educational settings from an early age. Robotics seems to contribute to that. Therefore, this study focuses on kindergarten and explores the current research trends regarding children’s development of these skills via robotics. It aims to a) construct links between the main factors in the existing research, b) map the related field, and identify gaps to enhance our understanding. In this context, a bibliometric analysis using the Bibliometrix package and CiteSpace and a content analysis utilizing the Atlas.ti Software is employed covering 203 of 3822 studies conducted between 2014 and December 2024. Based on the findings, the most frequently examined topics are social-anthropomorphic robots, human-robot interaction, and computational thinking under the umbrella of educational robotics and skills development. The highest publication performance belongs to the USA, Italy, Japan, China, and Greece. The strongest sources are ACM, IEEE International Conference on Human-Robot Interaction, the Education and Information Technologies Journal, the International Journal of Child-Computer Interaction, and the Computers and Education Journal. Besides, Papert, Wing, and Bers arise as the most influential authors. Furthermore, most studies explore one or two C-skills, examining critical thinking the most and creativity the least during interventions focused on several domains but rarely on skills promotion. Moreover, most researchers choose the qualitative method, using small sample sizes, wheeled, floor robots, and various learning theories in short-term interventions. Finally, robots are utilized as assistive instruction kits, teammates, and educators’ assistants while children act as researchers-constructors.

沟通、协作、批判性思维和创造力是 21 世纪需要在教育环境中从小培养的技能。机器人技术似乎有助于这方面的培养。因此，本研究以幼儿园为重点，探讨当前通过机器人培养儿童这些技能的研究趋势。其目的是：a）构建现有研究中主要因素之间的联系；b）绘制相关领域的地图，并找出差距，以加深我们的理解。为此，我们使用 Bibliometrix 软件包和 CiteSpace 进行了文献计量分析，并使用 Atlas.ti 软件进行了内容分析，涵盖了 2014 年至 2024 年 12 月期间开展的 3822 项研究中的 203 项。研究结果表明，在教育机器人学和技能开发领域，最常见的研究课题是社交拟人机器人、人机交互和计算思维。发表论文最多的国家是美国、意大利、日本、中国和希腊。文章来源最强的是 ACM、IEEE 人机交互国际会议、《教育与信息技术杂志》、《国际儿童-计算机交互杂志》和《计算机与教育杂志》。此外，Papert、Wing 和 Bers 是最有影响力的作者。此外，大多数研究探讨的是一种或两种 C 技能，在侧重于多个领域的干预过程中，对批判性思维的研究最多，而对创造力的研究最少，但对技能提升的研究却很少。此外，大多数研究人员选择定性方法，在短期干预中使用小样本量、轮式落地机器人和各种学习理论。最后，机器人被用作辅助教学工具包、队友和教育工作者的助手，而儿童则充当研究者--建构者。

{"title":"A bibliometric and content analysis of educational robotics’ impact on communication, collaboration, critical thinking, and creativity in kindergarten","authors":"Sophia Rapti, Sokratis Tselegkaridis, Theodosios Sapounidis, Serafeim A. Triantafyllou","doi":"10.1016/j.tsc.2025.101849","DOIUrl":"10.1016/j.tsc.2025.101849","url":null,"abstract":"<div><div>Communication, collaboration, critical thinking, and creativity are 21st-century skills required to be developed in educational settings from an early age. Robotics seems to contribute to that. Therefore, this study focuses on kindergarten and explores the current research trends regarding children’s development of these skills via robotics. It aims to a) construct links between the main factors in the existing research, b) map the related field, and identify gaps to enhance our understanding. In this context, a bibliometric analysis using the Bibliometrix package and CiteSpace and a content analysis utilizing the Atlas.ti Software is employed covering 203 of 3822 studies conducted between 2014 and December 2024. Based on the findings, the most frequently examined topics are social-anthropomorphic robots, human-robot interaction, and computational thinking under the umbrella of educational robotics and skills development. The highest publication performance belongs to the USA, Italy, Japan, China, and Greece. The strongest sources are ACM, IEEE International Conference on Human-Robot Interaction, the Education and Information Technologies Journal, the International Journal of Child-Computer Interaction, and the Computers and Education Journal. Besides, Papert, Wing, and Bers arise as the most influential authors. Furthermore, most studies explore one or two C-skills, examining critical thinking the most and creativity the least during interventions focused on several domains but rarely on skills promotion. Moreover, most researchers choose the qualitative method, using small sample sizes, wheeled, floor robots, and various learning theories in short-term interventions. Finally, robots are utilized as assistive instruction kits, teammates, and educators’ assistants while children act as researchers-constructors.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101849"},"PeriodicalIF":3.7,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perfectionism, School Burnout, and School Engagement in Gifted Students: The Role of Stress 资优学生的完美主义、学校倦怠和学校参与：压力的作用

IF 3.1 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly

Pub Date : 2025-04-19 DOI: 10.1177/00169862251328015

Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan

There is evidence that many gifted students set unrealistically high personal standards and that such perfectionistic tendencies may lead to higher stress. To build on this evidence, we examined whether performance perfectionism and school stress influence school burnout and school engagement in gifted students. A sample of 342 gifted students ( M age = 16.27, SD = 0.49) completed the study measures. Using structural equation modeling, we found that dimensions of performance perfectionism indirectly predicted school burnout and engagement via school stress. When gifted students reported that they expected themselves to perform perfectly at school, or that others expected them to perform perfectly at school, they reported more school stress. In turn, higher levels of school stress were related to increased school burnout and decreased school engagement. The management of performance perfectionism and school stress is therefore important when it comes to supporting and safeguarding gifted students.

有证据表明，许多资优学生设定了不切实际的高个人标准，这种完美主义倾向可能会导致更高的压力。在此基础上，我们研究了成绩完美主义和学校压力是否会影响资优学生的学校倦怠感和学校参与度。342名资优学生（中位年龄=16.27，标准差=0.49）完成了研究测量。通过结构方程建模，我们发现成绩完美主义通过学校压力间接预测了学校倦怠和参与度。当资优学生报告说他们期望自己在学校表现完美，或他人期望他们在学校表现完美时，他们报告说学校压力更大。反过来，更高水平的学校压力与学校倦怠感增加和学校参与度降低有关。因此，在支持和保护资优学生时，对表现完美主义和学校压力的管理非常重要。

引用次数: 0

Cognitive Profiles of Gifted Discrepant Readers in Primary Education

IF 3.1 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly

Pub Date : 2025-04-19 DOI: 10.1177/00169862251328021

Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx

Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( n = 50) compared with gifted (nondiscrepant) readers ( n = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.

有相对阅读困难的资优学生，往往在高智商与低于预期的文字阅读水平之间的差异（即差异阅读）中挣扎。这种差异可能是一种负担，并给个别学生的教育带来特殊的挑战。为了了解他们所面临的挑战及其差异的本质，本研究对资优差异阅读者（50 人）与资优（非差异）阅读者（30 人）的认知概况进行了比较。通过对诵读困难风险因素（音位认知、快速自动命名和言语短时记忆）的优缺点进行个案系列分析，发现两组学生的认知特征大体相似。阅读特征的差异似乎是由于基础技能（PA、RAN 和 VSTM）缺乏优势造成的。层次多元回归表明，组别（差异阅读者与资优阅读者）并不影响认知因素与单词水平阅读结果之间的关系。基于这些研究结果，建议为资优差异阅读者提供的教育支持可包括以资优和需求为基础的教育，重点在于（培养）优势。

{"title":"Cognitive Profiles of Gifted Discrepant Readers in Primary Education","authors":"Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx","doi":"10.1177/00169862251328021","DOIUrl":"https://doi.org/10.1177/00169862251328021","url":null,"abstract":"Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( n = 50) compared with gifted (nondiscrepant) readers ( n = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Machine learning for university management: Micro Cluster Learning to predict "active" students

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-04-18 DOI: 10.1016/j.stueduc.2025.101463

Alexander Karl Ferdinand Loder

The strategy process of universities can span several years into the future with prediction of student performance being an important aspect for university governance. “Micro Cluster Learning” is proposed, by applying a hybrid of machine learning and ARIMA models to micro clusters of a university’s administrative data. The aim was to predict a performance indicator one to three academic years in the future and to compare the results of five years and to official statistics. Micro clusters were generated and a stack of 20 machine learning algorithms was applied to each cluster. The algorithms and their hyperparameter settings were determined in an explorative manual pre-selection process. The results show deviations from the official statistics between 2 % and 8 % (SD = 6 %) for one academic year in the future, 1–29 % (SD = 19 %) for two and 1–17 % (SD = 11 %) for three years. Model performance correlated with increasing details in the micro clusters and was better in larger micro clusters. The method is very flexible and can be used in a multitude of different university settings worldwide and for different outcomes of interest, e.g., grades or student status. However, the flexibility goes along with a tedious setup and very long runtimes. Future improvements with increased automation are warranted and “meta-procedures” should be developed that can perform automated resampling and hyperparameter tuning on a stack of algorithms. The method presented in this study contributes to preventive university management in different countries and university systems.

{"title":"Machine learning for university management: Micro Cluster Learning to predict \"active\" students","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.stueduc.2025.101463","DOIUrl":"10.1016/j.stueduc.2025.101463","url":null,"abstract":"<div><div>The strategy process of universities can span several years into the future with prediction of student performance being an important aspect for university governance. “Micro Cluster Learning” is proposed, by applying a hybrid of machine learning and ARIMA models to micro clusters of a university’s administrative data. The aim was to predict a performance indicator one to three academic years in the future and to compare the results of five years and to official statistics. Micro clusters were generated and a stack of 20 machine learning algorithms was applied to each cluster. The algorithms and their hyperparameter settings were determined in an explorative manual pre-selection process. The results show deviations from the official statistics between 2 % and 8 % (<em>SD</em> = 6 %) for one academic year in the future, 1–29 % (<em>SD</em> = 19 %) for two and 1–17 % (<em>SD</em> = 11 %) for three years. Model performance correlated with increasing details in the micro clusters and was better in larger micro clusters. The method is very flexible and can be used in a multitude of different university settings worldwide and for different outcomes of interest, e.g., grades or student status. However, the flexibility goes along with a tedious setup and very long runtimes. Future improvements with increased automation are warranted and “meta-procedures” should be developed that can perform automated resampling and hyperparameter tuning on a stack of algorithms. The method presented in this study contributes to preventive university management in different countries and university systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101463"},"PeriodicalIF":2.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dynamic job demands and resources in early childhood education: A qualitative realist inquiry on the mechanisms to burnout

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-04-18 DOI: 10.1016/j.tate.2025.105008

Jamie N. Powers , Charlotte V. Farewell , Robyn Thomas Pitts , Jini E. Puma

Burnout, defined by emotional exhaustion, depersonalization, and diminished personal accomplishment, is prevalent among early childhood education (ECE) professionals. This study utilized qualitative realist inquiry to explore burnout mechanisms among Head Start staff. Applying the job demands-resources theory, we investigated how job demands contribute to emotional exhaustion and depersonalization while examining resources that promote personal accomplishment. Through two interviews with seven ECE professionals experiencing varied burnout, we employed thematic analysis and causation coding to build context-mechanism-outcome configurations. Findings highlight the dynamic interplay between organizational, interpersonal, and personal factors shaping burnout, revealing that demands and resources shift by perspective and time.

引用次数: 0

‘Books Together’, a Dialogic Book Sharing Programme: Adaptation and Feasibility Testing of Online Delivery

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal

Pub Date : 2025-04-18 DOI: 10.1007/s10643-025-01898-8

Judy Hutchings, Claire Owen, Anwen Rhys Jones, Margiad E. Williams

Even before the COVID-19 pandemic the numbers of children entering mainstream education with speech and language learning needs, was significant. Without additional support, these children are at risk of poor academic attainment, mental health difficulties and social problems. This study investigated the feasibility of online delivery of the ‘Books Together’ dialogic book sharing programme. School closures due to COVID-19 meant that parents, initially recruited for a randomised controlled trial (RCT) of the “Books Together” programme, were offered an online version. Participants were 44 parents of 3–5-year-old children. An online weekly survey and end of programme questionnaire explored parental responses to the programme. Measures of child language, child behaviour, social-emotional ability, and parenting competence were collected at baseline. The same measures were collected at follow-up, except the child language measure which could not be collected due to COVID-19 restrictions. Online deivery was feasible with 79% of parents completing the programme (mean 6.06 of 7 sessions attended). Parents reported high satisfaction (80 – 97%) with various components of the programme and all reported continuing to book share with their children. The programme achieved significant post-intervention increases in parenting competence and well-being and child prosocial behaviour and social/emotional ability. The programme is low-cost and can increase the parenting strategies that build children’s linguistic abilities. Results suggest that the online programme is as effective as the group based version. The results of this and the previous group based version of the programme justify a larger trial comparing the two delivery modes.

{"title":"‘Books Together’, a Dialogic Book Sharing Programme: Adaptation and Feasibility Testing of Online Delivery","authors":"Judy Hutchings, Claire Owen, Anwen Rhys Jones, Margiad E. Williams","doi":"10.1007/s10643-025-01898-8","DOIUrl":"https://doi.org/10.1007/s10643-025-01898-8","url":null,"abstract":"<p>Even before the COVID-19 pandemic the numbers of children entering mainstream education with speech and language learning needs, was significant. Without additional support, these children are at risk of poor academic attainment, mental health difficulties and social problems. This study investigated the feasibility of online delivery of the ‘Books Together’ dialogic book sharing programme. School closures due to COVID-19 meant that parents, initially recruited for a randomised controlled trial (RCT) of the “Books Together” programme, were offered an online version. Participants were 44 parents of 3–5-year-old children. An online weekly survey and end of programme questionnaire explored parental responses to the programme. Measures of child language, child behaviour, social-emotional ability, and parenting competence were collected at baseline. The same measures were collected at follow-up, except the child language measure which could not be collected due to COVID-19 restrictions. Online deivery was feasible with 79% of parents completing the programme (mean 6.06 of 7 sessions attended). Parents reported high satisfaction (80 – 97%) with various components of the programme and all reported continuing to book share with their children. The programme achieved significant post-intervention increases in parenting competence and well-being and child prosocial behaviour and social/emotional ability. The programme is low-cost and can increase the parenting strategies that build children’s linguistic abilities. Results suggest that the online programme is as effective as the group based version. The results of this and the previous group based version of the programme justify a larger trial comparing the two delivery modes.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"24 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cornerstone of adaptivity – A meta-analysis of the expertise reversal effect

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-17 DOI: 10.1016/j.learninstruc.2025.102142

Leonard Tetzlaff , Bianca Simonsmeier , Tabea Peters , Garvin Brod

Background

Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-treatment interactions (ATIs). An example of an ATI is the expertise reversal effect. The expertise reversal effect is present when instructional assistance leads to increased learning gains in novices, but decreased learning gains in experts.

Aims

We conducted a meta-analysis to evaluate the strength of the expertise reversal effect as well as to identify potential moderators.

Sample

A standardized literature search was conducted in the online databases PsycINFO and ERIC in December 2022 and November 2024. Of 1590 identified studies, 176 effect sizes from 60 experimental studies and a total of 5924 participants were finally included in the meta-analysis.

Methods

The meta-analysis followed the PRISMA guidelines (Page et al., 2021). The data was analyzed using the metafor package in R, accounting for dependency among effect sizes.

Results

Low prior knowledge learners learn better from high-assistance instruction (d = 0.505). High prior knowledge learners learn better from low-assistance instruction (d = −0.428). These effects are moderated by the type of prior knowledge assessment, the educational status of the sample, and the domain of the learned content.

Conclusion

Our results suggest that the expertise reversal effect is robust across a wide variety of contexts. However, for younger students and some fields of study (i.e., humanities and language learning), the evidence for effectiveness is less clear.

Furthermore, the expertise reversal effect is not symmetrical: providing novices with assistance has a stronger effect than withholding assistance from experts.

{"title":"A cornerstone of adaptivity – A meta-analysis of the expertise reversal effect","authors":"Leonard Tetzlaff , Bianca Simonsmeier , Tabea Peters , Garvin Brod","doi":"10.1016/j.learninstruc.2025.102142","DOIUrl":"10.1016/j.learninstruc.2025.102142","url":null,"abstract":"<div><h3>Background</h3><div>Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-treatment interactions (ATIs). An example of an ATI is the expertise reversal effect. The expertise reversal effect is present when instructional assistance leads to increased learning gains in novices, but decreased learning gains in experts.</div></div><div><h3>Aims</h3><div>We conducted a meta-analysis to evaluate the strength of the expertise reversal effect as well as to identify potential moderators.</div></div><div><h3>Sample</h3><div>A standardized literature search was conducted in the online databases PsycINFO and ERIC in December 2022 and November 2024. Of 1590 identified studies, 176 effect sizes from 60 experimental studies and a total of 5924 participants were finally included in the meta-analysis.</div></div><div><h3>Methods</h3><div>The meta-analysis followed the PRISMA guidelines (Page et al., 2021). The data was analyzed using the metafor package in R, accounting for dependency among effect sizes.</div></div><div><h3>Results</h3><div>Low prior knowledge learners learn better from high-assistance instruction (d = 0.505). High prior knowledge learners learn better from low-assistance instruction (d = −0.428). These effects are moderated by the type of prior knowledge assessment, the educational status of the sample, and the domain of the learned content.</div></div><div><h3>Conclusion</h3><div>Our results suggest that the expertise reversal effect is robust across a wide variety of contexts. However, for younger students and some fields of study (i.e., humanities and language learning), the evidence for effectiveness is less clear.</div><div>Furthermore, the expertise reversal effect is not symmetrical: providing novices with assistance has a stronger effect than withholding assistance from experts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102142"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School

IF 3.1 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly

Pub Date : 2025-04-17 DOI: 10.1177/00169862251330254

Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi

While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.

{"title":"Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School","authors":"Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi","doi":"10.1177/00169862251330254","DOIUrl":"https://doi.org/10.1177/00169862251330254","url":null,"abstract":"While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"108 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perfectionism and Academic Burnout in High-Achieving Undergraduate Students

IF 3.1 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly

Pub Date : 2025-04-17 DOI: 10.1177/00169862251326467

Hannah B. Faiman, Gabrielle A. Strouse

This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.

{"title":"Perfectionism and Academic Burnout in High-Achieving Undergraduate Students","authors":"Hannah B. Faiman, Gabrielle A. Strouse","doi":"10.1177/00169862251326467","DOIUrl":"https://doi.org/10.1177/00169862251326467","url":null,"abstract":"This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"49 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-17 DOI: 10.1016/j.learninstruc.2025.102116

Jutta Mägdefrau , Christof Wecker , Katharina Engelmann , Andreas Michler , Isolde Baumgartner , Matthias Böhm

Background

Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.

Aims

This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.

Sample

Participants were 801 students from 30 classes across 19 secondary schools in Germany.

Methods

This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.

Results

Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.

Conclusions

The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.

{"title":"Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis","authors":"Jutta Mägdefrau , Christof Wecker , Katharina Engelmann , Andreas Michler , Isolde Baumgartner , Matthias Böhm","doi":"10.1016/j.learninstruc.2025.102116","DOIUrl":"10.1016/j.learninstruc.2025.102116","url":null,"abstract":"<div><h3>Background</h3><div>Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.</div></div><div><h3>Aims</h3><div>This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.</div></div><div><h3>Sample</h3><div>Participants were 801 students from 30 classes across 19 secondary schools in Germany.</div></div><div><h3>Methods</h3><div>This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.</div></div><div><h3>Results</h3><div>Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.</div></div><div><h3>Conclusions</h3><div>The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102116"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143839473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

下一页尾页

类型

教育学最新文献

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

全部 CHEM EDUC RES PRACT Anat. Sci. Educ. Sci. Edu. Biochem. Mol. Biol. Educ. 中国临床心理学杂志中国心理卫生杂志 COMPUT EDUC Educ Res Early Education and Development Gender and Education HEMATOL-AM SOC HEMAT INT J EDUC TECHNOL H Int. J. Perform. Anal. Sport International Journal of Science and Mathematics Education Intervention in School and Clinic 重庆理工大学学报(自然科学版) Journal of Computing in Higher Education Journal of College Student Development 广州大学学报(综合版) 湖北第二师范学院学报湖北理工学院学报嘉应学院学报东北农业大学学报 journal of physical education 山东工业大学学报(社会科学版) Journal of Teacher Education 天津职业院校联合学报云南财经大学学报 Med. Educ. MED TEACH 实验室研究与探索 Review of Educational Research Revista De Educacion 科技视界体育科技上海精神医学 Teaching in Higher Education 大学化学 Urban Education Analysis in Theory and Applications Aera Open ECNU Review of Education Regional Sustainability Innovation (Camb) Curriculum Matters Studies in Higher Education E-Learning Cadmo Transcultural Studies Zeitschrift Fur Soziologie Der Erziehung Und Sozialisation Chinese Journal of Applied Linguistics Kedi Journal of Educational Policy Revista Latinoamericana De Investigacion En Matematica Educativa-Relime English in Australia Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje Journal of Continuing Higher Education English in Education Journal of Professional Capital and Community Education As Change Frontiers of Education in China International Journal for Lesson and Learning Studies Knowledge Management & E-Learning-An International Journal Australian Journal of Adult Learning South African Journal for Research in Sport Physical Education and Recreation Ride-The Journal of Applied Theatre and Performance Ried-Revista Iberoamericana De Educacion a Distancia English Teaching-Practice and Critique Revista Espanola De Pedagogia Journal of Beliefs & Values-Studies in Religion & Education Innovation in Language Learning and Teaching International Journal of Art & Design Education Irish Educational Studies Literacy Vocations and Learning PAEDAGOGICA HISTORICA High Ability Studies Movimento British Journal of Religious Education Zeitschrift Fur Padagogik Journal of Baltic Science Education J Spec Educ Technol Ensenanza De Las Ciencias Early Years (Stoke-on-Trent) International Journal of Music Education Research in Science & Technological Education Exceptionality Educacion Xx1 Educational Assessment Evaluation and Accountability Australian Journal of Education Journal of Agricultural Education & Extension Australasian Journal of Early Childhood Studies in Continuing Education Music Education Research Math. Thinking Learn. Theory and Research in Social Education Learning Culture and Social Interaction Education Finance and Policy History of Education Teaching Sociology Sport Exercise Perform. Psychol.

﹀