Pub Date : 2025-09-20DOI: 10.1016/j.stueduc.2025.101515
Na Wang , Haijun Du , Nana Guo , Junli Xing
This study investigates how psychological resilience enables innovative teaching in resource-constrained rural schools in Northwest China through distinct mechanisms. Drawing from resource conservation theory and a two-wave study of 178 rural teachers with peer-evaluated innovative behavior, we uncover three complementary psychological pathways: enhanced cognitive reappraisal (indirect effect: β = 0.21), reduced emotional suppression (β = 0.13), and strengthened work meaning (β = 0.23). While self-efficacy shows independent effects, organizational support critically moderates innovation sustainability, with external training and collaborative planning significantly enhancing temporal stability of innovative behavior (R² =0.52,0.43). These findings advance theoretical understanding of resource dynamics in professional innovation and provide empirical guidance for fostering sustainable innovative practices in challenging educational contexts.
{"title":"Resilience enables innovation: Understanding the psychological pathways and temporal dynamics of innovative teaching in rural schools","authors":"Na Wang , Haijun Du , Nana Guo , Junli Xing","doi":"10.1016/j.stueduc.2025.101515","DOIUrl":"10.1016/j.stueduc.2025.101515","url":null,"abstract":"<div><div>This study investigates how psychological resilience enables innovative teaching in resource-constrained rural schools in Northwest China through distinct mechanisms. Drawing from resource conservation theory and a two-wave study of 178 rural teachers with peer-evaluated innovative behavior, we uncover three complementary psychological pathways: enhanced cognitive reappraisal (indirect effect: β = 0.21), reduced emotional suppression (β = 0.13), and strengthened work meaning (β = 0.23). While self-efficacy shows independent effects, organizational support critically moderates innovation sustainability, with external training and collaborative planning significantly enhancing temporal stability of innovative behavior (R² =0.52,0.43). These findings advance theoretical understanding of resource dynamics in professional innovation and provide empirical guidance for fostering sustainable innovative practices in challenging educational contexts.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101515"},"PeriodicalIF":2.6,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095983","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}
Pub Date : 2025-09-17DOI: 10.1016/j.stueduc.2025.101517
Hui Wang , Meagan M. Patterson
Students face a range of challenges when learning a foreign language. Accordingly, academic resilience has drawn attention in research on language learning, since resilience helps learners overcome critical difficulties in the language learning process. The present study examined the potential interactions among classroom social climate, beliefs about language learning (i.e., positive L2 self and language mindsets), and academic resilience in English as a foreign language (EFL) learning among 436 undergraduate students in China. After collecting data using an online survey, confirmatory factor analysis and structural equation modeling were conducted. The findings indicated that both environmental (i.e., classroom social climate) and individual (i.e., positive L2 self and language mindsets) factors directly predicted students’ academic resilience in EFL learning. Also, classroom social climate had a significant indirect impact on students’ academic resilience in EFL learning through positive L2 self and language mindsets.
{"title":"Academic resilience in learning English as a foreign language: Relations to classroom climate and beliefs about language learning","authors":"Hui Wang , Meagan M. Patterson","doi":"10.1016/j.stueduc.2025.101517","DOIUrl":"10.1016/j.stueduc.2025.101517","url":null,"abstract":"<div><div>Students face a range of challenges when learning a foreign language. Accordingly, academic resilience has drawn attention in research on language learning, since resilience helps learners overcome critical difficulties in the language learning process. The present study examined the potential interactions among classroom social climate, beliefs about language learning (i.e., positive L2 self and language mindsets), and academic resilience in English as a foreign language (EFL) learning among 436 undergraduate students in China. After collecting data using an online survey, confirmatory factor analysis and structural equation modeling were conducted. The findings indicated that both environmental (i.e., classroom social climate) and individual (i.e., positive L2 self and language mindsets) factors directly predicted students’ academic resilience in EFL learning. Also, classroom social climate had a significant indirect impact on students’ academic resilience in EFL learning through positive L2 self and language mindsets.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101517"},"PeriodicalIF":2.6,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095982","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}
Pub Date : 2025-09-13DOI: 10.1016/j.stueduc.2025.101516
Fulan Liu , Wenyun Luo
Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.
在线同伴反馈（OPF）被认为是提高学生写作反馈素养的一种潜在策略。然而，对于如何设计和实施OPF以产生预期的学习影响，存在争议。Er et al.（2021）提出了一个具有三个相互关联阶段的同伴反馈框架。采用这一框架，本研究通过OPF的三个阶段，从培训、评估标准的提供、在线小组同侪评议、异步讨论和多重修订机会这五个方面，考察了在为期12周的干预中对中国大学生英语写作课程同伴反馈素养的影响。数据收集工具包括研究前和研究后的问卷调查和半结构化访谈。结果显示，学生们认为他们的同伴反馈素养有所提高。八位焦点参与者分享了他们的经验和思考，并将其分为五类，即对同伴反馈的欣赏、合作学习能力、参与意愿、与反馈相关的知识和能力，以及给予同伴反馈的收获。具体而言，我们发现学生的同伴反馈素养与在线同伴反馈活动中的设计元素之间存在交互作用。基于研究结果，本文讨论了适合英语学生的OPF设计，并提供了提高同伴反馈素养的教学意义。
{"title":"Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements","authors":"Fulan Liu , Wenyun Luo","doi":"10.1016/j.stueduc.2025.101516","DOIUrl":"10.1016/j.stueduc.2025.101516","url":null,"abstract":"<div><div>Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., <em>training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities</em>) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101516"},"PeriodicalIF":2.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049279","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}
Pub Date : 2025-09-03DOI: 10.1016/j.stueduc.2025.101514
Lichao Ma , Manyuan Sun , Hao Yao
Grounded in China’s collectivism-oriented Confucian cultural context, this study examines the mechanism through which participative leadership influences teacher professional happiness from the perspectives of Ecological Systems Theory and Social Capital Theory. Structural equation modeling analysis identified three significant pathways, including a direct positive effect of participative leadership on professional happiness, an indirect effect mediated solely by trust-based interpersonal climate, and a sequential mediation effect through professional learning communities followed by trust-based interpersonal climate. The findings demonstrate that Chinese school leadership practices uniquely combine community development and trust-building to synergistically enhance teacher professional happiness. This culturally-embedded mechanism also suggests that Confucian values may reconfigure participative leadership dynamics by emphasizing reciprocal interpersonal obligations and collective harmony in decision-making processes.
{"title":"Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context","authors":"Lichao Ma , Manyuan Sun , Hao Yao","doi":"10.1016/j.stueduc.2025.101514","DOIUrl":"10.1016/j.stueduc.2025.101514","url":null,"abstract":"<div><div>Grounded in China’s collectivism-oriented Confucian cultural context, this study examines the mechanism through which participative leadership influences teacher professional happiness from the perspectives of Ecological Systems Theory and Social Capital Theory. Structural equation modeling analysis identified three significant pathways, including a direct positive effect of participative leadership on professional happiness, an indirect effect mediated solely by trust-based interpersonal climate, and a sequential mediation effect through professional learning communities followed by trust-based interpersonal climate. The findings demonstrate that Chinese school leadership practices uniquely combine community development and trust-building to synergistically enhance teacher professional happiness. This culturally-embedded mechanism also suggests that Confucian values may reconfigure participative leadership dynamics by emphasizing reciprocal interpersonal obligations and collective harmony in decision-making processes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101514"},"PeriodicalIF":2.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988375","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}
Pub Date : 2025-08-29DOI: 10.1016/j.stueduc.2025.101513
Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt
Are linear paper-based and nonlinear computer-based reading comprehension measuring the same cognitive constructs? Nonlinear hypertext reading may demand different skills than linear text comprehension, as it requires synthesizing and integrating information from multiple sources. However, research on whether these two forms of comprehension represent distinct constructs remains limited. While conceptual distinctions exist between understanding a single linear text and processing multiple texts, empirical evidence supporting these differences is scarce. To address this gap, we examined the dimensional structure of paper-based linear and computer-based nonlinear text comprehension using data from the PIRLS 2016 international large-scale assessment. PIRLS 2016 evaluated reading comprehension at the end of grade 4, with each student completing both a linear paper-based test and a nonlinear electronic test. Comparing a unidimensional model, a 2-dimensional correlated factor model, and a bifactor IRT model across 16 countries and benchmarking entities showed that the bifactor model, which accommodates a general reading comprehension factor along with nonlinear reading as a specific factor, has a better fit than the other models. The ECVs of the general factor ranged from.80 to.89 across all the countries while the ECVs of the specific factor were between.07 and.18. Nevertheless, the specific factor reliabilities ranged from.36 to.58 which indicates that the variations in the specific factor cannot be just noise and could reflect variations in reading nonlinear texts. These findings revealed that although linear paper-based and nonlinear computer-based reading share a substantial amount of variance, as evidenced by a strong general reading comprehension factor, understanding nonlinear hypertexts requires specific skills that cannot be overlooked and should be explicitly addressed. The implications of the study for the testing and teaching of reading comprehension are discussed.
{"title":"Comparing linear and nonlinear reading assessments in PIRLS 2016","authors":"Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt","doi":"10.1016/j.stueduc.2025.101513","DOIUrl":"10.1016/j.stueduc.2025.101513","url":null,"abstract":"<div><div>Are linear paper-based and nonlinear computer-based reading comprehension measuring the same cognitive constructs? Nonlinear hypertext reading may demand different skills than linear text comprehension, as it requires synthesizing and integrating information from multiple sources. However, research on whether these two forms of comprehension represent distinct constructs remains limited. While conceptual distinctions exist between understanding a single linear text and processing multiple texts, empirical evidence supporting these differences is scarce. To address this gap, we examined the dimensional structure of paper-based linear and computer-based nonlinear text comprehension using data from the PIRLS 2016 international large-scale assessment. PIRLS 2016 evaluated reading comprehension at the end of grade 4, with each student completing both a linear paper-based test and a nonlinear electronic test. Comparing a unidimensional model, a 2-dimensional correlated factor model, and a bifactor IRT model across 16 countries and benchmarking entities showed that the bifactor model, which accommodates a general reading comprehension factor along with nonlinear reading as a specific factor, has a better fit than the other models. The ECVs of the general factor ranged from.80 to.89 across all the countries while the ECVs of the specific factor were between.07 and.18. Nevertheless, the specific factor reliabilities ranged from.36 to.58 which indicates that the variations in the specific factor cannot be just noise and could reflect variations in reading nonlinear texts. These findings revealed that although linear paper-based and nonlinear computer-based reading share a substantial amount of variance, as evidenced by a strong general reading comprehension factor, understanding nonlinear hypertexts requires specific skills that cannot be overlooked and should be explicitly addressed. The implications of the study for the testing and teaching of reading comprehension are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101513"},"PeriodicalIF":2.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913387","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}
This study explores whether it is possible to assess the quality of teaching and categorize teachers according to their proficiency in different stages of effective teaching, using the Dynamic Model of Educational Effectiveness as a theoretical foundation. The study included 1287 high school students (Mage = 17.02) from 12 private high schools and nine public high schools located right across the province of Québec (Canada). The findings indicate that teaching skills can be classified into six distinct stages of teacher behaviors, which evolve progressively, starting with basic teaching skills and advancing to more complex approaches, such as innovative teaching methods and differentiated instruction. The study also offers recommendations for future research on teacher professional development, emphasizing the importance of creating a clear connection between evaluating teacher effectiveness, identifying individual teacher needs, and providing targeted training programs.
{"title":"Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness","authors":"Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou","doi":"10.1016/j.stueduc.2025.101512","DOIUrl":"10.1016/j.stueduc.2025.101512","url":null,"abstract":"<div><div>This study explores whether it is possible to assess the quality of teaching and categorize teachers according to their proficiency in different stages of effective teaching, using the Dynamic Model of Educational Effectiveness as a theoretical foundation. The study included 1287 high school students (M<sub>age</sub> = 17.02) from 12 private high schools and nine public high schools located right across the province of Québec (Canada). The findings indicate that teaching skills can be classified into six distinct stages of teacher behaviors, which evolve progressively, starting with basic teaching skills and advancing to more complex approaches, such as innovative teaching methods and differentiated instruction. The study also offers recommendations for future research on teacher professional development, emphasizing the importance of creating a clear connection between evaluating teacher effectiveness, identifying individual teacher needs, and providing targeted training programs.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101512"},"PeriodicalIF":2.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895407","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}
Pub Date : 2025-08-22DOI: 10.1016/j.stueduc.2025.101508
Mi Zhou, Yinchuan Cao, Li Huang
Education has positive externalities, improves the welfare of educated individuals, and has positive spillover effects on others in society. This study identifies the causal effect of the influence of peer parents’ educational expectations on rural students’ academic scores. The analysis results show that the educational expectations of peer parents significantly improve academic scores, especially in English. Social interaction, role modeling, and peer conformity are intrinsic mechanisms by which these expectations influence scores. The heterogeneity analysis shows that peer parents’ educational expectations have a greater impact on boys, left-behind children, and students with poor grades. The conclusion of this paper provides a new perspective for promoting equity in rural education.
{"title":"Peer parents’ educational expectations and student academic achievement: An intergenerational closure perspective from rural China","authors":"Mi Zhou, Yinchuan Cao, Li Huang","doi":"10.1016/j.stueduc.2025.101508","DOIUrl":"10.1016/j.stueduc.2025.101508","url":null,"abstract":"<div><div>Education has positive externalities, improves the welfare of educated individuals, and has positive spillover effects on others in society. This study identifies the causal effect of the influence of peer parents’ educational expectations on rural students’ academic scores. The analysis results show that the educational expectations of peer parents significantly improve academic scores, especially in English. Social interaction, role modeling, and peer conformity are intrinsic mechanisms by which these expectations influence scores. The heterogeneity analysis shows that peer parents’ educational expectations have a greater impact on boys, left-behind children, and students with poor grades. The conclusion of this paper provides a new perspective for promoting equity in rural education.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101508"},"PeriodicalIF":2.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885717","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}
Pub Date : 2025-08-19DOI: 10.1016/j.stueduc.2025.101509
Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan
Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.
{"title":"On the quantitative analysis of assessment scores with implicit and explicit constraints","authors":"Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan","doi":"10.1016/j.stueduc.2025.101509","DOIUrl":"10.1016/j.stueduc.2025.101509","url":null,"abstract":"<div><div>Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101509"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866910","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}
Pub Date : 2025-08-19DOI: 10.1016/j.stueduc.2025.101507
Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong
In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.
Data Availability
The data used in this study will be available upon request.
{"title":"Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance","authors":"Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong","doi":"10.1016/j.stueduc.2025.101507","DOIUrl":"10.1016/j.stueduc.2025.101507","url":null,"abstract":"<div><div>In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.</div></div><div><h3>Data Availability</h3><div>The data used in this study will be available upon request.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101507"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866911","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}
Pub Date : 2025-08-18DOI: 10.1016/j.stueduc.2025.101506
S. Yahya Hejazi , Majid Sadoughi
Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.
{"title":"Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy","authors":"S. Yahya Hejazi , Majid Sadoughi","doi":"10.1016/j.stueduc.2025.101506","DOIUrl":"10.1016/j.stueduc.2025.101506","url":null,"abstract":"<div><div>Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101506"},"PeriodicalIF":2.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866909","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}
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