Onur Erdoğan, Ferudun Sezgin, Servet Özdemir, Nedim Özdemir, Sally J. Zepeda, Ali Çağatay Kılınç
This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.
{"title":"How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model","authors":"Onur Erdoğan, Ferudun Sezgin, Servet Özdemir, Nedim Özdemir, Sally J. Zepeda, Ali Çağatay Kılınç","doi":"10.1111/ejed.12718","DOIUrl":"https://doi.org/10.1111/ejed.12718","url":null,"abstract":"This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948290","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}
Panayiotis Panayides, Elena C. Papanastasiou, Katerina Georgiou, Maria Karekla
This study is an investigation of the validity of the Online Test Anxiety Inventory (OΝ‐TAI) for adult students. The scale contained the 20 items of the Test Anxiety Inventory (Spielberger, 1980), together with five computer anxiety items, all rephrased so as to pertain to online test anxiety. The scale was administered to a large sample of Greek and Cypriot postgraduate students and Rasch measurement was used for the investigation of its psychometric properties. After original analyses, one of the computer anxiety items was removed, leaving the final instrument with a total of 24 items. Results showed that the scale is unidimensional thus supporting that computer anxiety can indeed be considered a component of online test anxiety. All evidence collected supports the high degree of construct validity of the scale. Furthermore, results verify that the 4‐point scale used is optimal. Additional research, with adult student populations from other countries, with the use of the OΝ‐TAI is suggested for the purpose of broader use.
{"title":"Validation of the Online Test Anxiety Inventory (ON‐TAI) for adult students. The Rasch measurement approach","authors":"Panayiotis Panayides, Elena C. Papanastasiou, Katerina Georgiou, Maria Karekla","doi":"10.1111/ejed.12724","DOIUrl":"https://doi.org/10.1111/ejed.12724","url":null,"abstract":"This study is an investigation of the validity of the Online Test Anxiety Inventory (OΝ‐TAI) for adult students. The scale contained the 20 items of the Test Anxiety Inventory (Spielberger, 1980), together with five computer anxiety items, all rephrased so as to pertain to online test anxiety. The scale was administered to a large sample of Greek and Cypriot postgraduate students and Rasch measurement was used for the investigation of its psychometric properties. After original analyses, one of the computer anxiety items was removed, leaving the final instrument with a total of 24 items. Results showed that the scale is unidimensional thus supporting that computer anxiety can indeed be considered a component of online test anxiety. All evidence collected supports the high degree of construct validity of the scale. Furthermore, results verify that the 4‐point scale used is optimal. Additional research, with adult student populations from other countries, with the use of the OΝ‐TAI is suggested for the purpose of broader use.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948364","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}
João Reis, Paulo Machado, Isabela‐Anda Dragomir, Luís Malheiro, David Pascoal Rosado
The European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male‐centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio‐political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data‐gathering approach was employed, incorporating various qualitative methods including face‐to‐face interviews, face‐to‐face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender‐related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.
{"title":"Enhancing equity, diversity and inclusion in the European Union military schools and academies through collaborative initiatives and gender policy reform","authors":"João Reis, Paulo Machado, Isabela‐Anda Dragomir, Luís Malheiro, David Pascoal Rosado","doi":"10.1111/ejed.12728","DOIUrl":"https://doi.org/10.1111/ejed.12728","url":null,"abstract":"The European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male‐centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio‐political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data‐gathering approach was employed, incorporating various qualitative methods including face‐to‐face interviews, face‐to‐face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender‐related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141866983","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}
Solomon Yeboah, Fred Awaah, Jessie Yao Foli, Andrew Tetteh, Emmanuel Kyere Ekwam
There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.
{"title":"Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?","authors":"Solomon Yeboah, Fred Awaah, Jessie Yao Foli, Andrew Tetteh, Emmanuel Kyere Ekwam","doi":"10.1111/ejed.12717","DOIUrl":"https://doi.org/10.1111/ejed.12717","url":null,"abstract":"There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807346","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}
This study delves into gender dynamics in 12 Technical Vocational and Education Training (TVET) organizations in Ethiopia, using qualitative methods. We conducted 96 face‐to‐face interviews and triangulated the data through observations, employee records and document reviews. Thematic analysis revealed that gender inequality in organizations persists due to the interplay of social, structural and individual factors. Emphasizing individual or societal aspects hinders transformative efforts. A holistic approach considering these dimensions is crucial for understanding and addressing gender inequality. Identifying and dismantling structural barriers is essential for gender transformation. Focusing solely on individual‐level issues, like female‐only mentoring, is insufficient for achieving gender equality. A combination of strategies is needed to tackle structural problems and societal assumptions, fostering organizational transformation.
{"title":"A comprehensive analysis of gender dynamics in organizations: Integrating social, structural and individual dimensions","authors":"M. Hundera, H. L. M. Mudde","doi":"10.1111/ejed.12722","DOIUrl":"https://doi.org/10.1111/ejed.12722","url":null,"abstract":"This study delves into gender dynamics in 12 Technical Vocational and Education Training (TVET) organizations in Ethiopia, using qualitative methods. We conducted 96 face‐to‐face interviews and triangulated the data through observations, employee records and document reviews. Thematic analysis revealed that gender inequality in organizations persists due to the interplay of social, structural and individual factors. Emphasizing individual or societal aspects hinders transformative efforts. A holistic approach considering these dimensions is crucial for understanding and addressing gender inequality. Identifying and dismantling structural barriers is essential for gender transformation. Focusing solely on individual‐level issues, like female‐only mentoring, is insufficient for achieving gender equality. A combination of strategies is needed to tackle structural problems and societal assumptions, fostering organizational transformation.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776945","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}
Leadership from a distributed pedagogical perspective involves engaging multiple professionals in implementing shared responsibilities. In educational organizations, leadership responsibility structures have changed, with researchers advancing a more decentralized leadership system for sustainable pedagogical improvement. These global changes in education systems have informed the demand for sustainable quality teaching, the desire for 21st‐century learning skills, and rapid progress in education. As a result, traditional individual ‘heroic leadership’ is no longer tenable in any learning environment that intends to achieve quality pedagogical outcomes. Therefore, this narrative review paper aims to examine the essence of distributing pedagogical leadership responsibilities among multiple professionals to understand how the concept is perceived in diverse educational contexts and settings. This study reviewed relevant empirical research studies conducted to investigate the concept of distributed pedagogical leadership in Finland, Norway and Singapore. The findings revealed some gaps that informed our understanding of the concept and recommended further research studies.
{"title":"Distributed pedagogical leadership practice for sustainable pedagogical improvement: A literature review (2010–2023)","authors":"Peter Ochieng Okiri, Mária Hercz","doi":"10.1111/ejed.12723","DOIUrl":"https://doi.org/10.1111/ejed.12723","url":null,"abstract":"Leadership from a distributed pedagogical perspective involves engaging multiple professionals in implementing shared responsibilities. In educational organizations, leadership responsibility structures have changed, with researchers advancing a more decentralized leadership system for sustainable pedagogical improvement. These global changes in education systems have informed the demand for sustainable quality teaching, the desire for 21st‐century learning skills, and rapid progress in education. As a result, traditional individual ‘heroic leadership’ is no longer tenable in any learning environment that intends to achieve quality pedagogical outcomes. Therefore, this narrative review paper aims to examine the essence of distributing pedagogical leadership responsibilities among multiple professionals to understand how the concept is perceived in diverse educational contexts and settings. This study reviewed relevant empirical research studies conducted to investigate the concept of distributed pedagogical leadership in Finland, Norway and Singapore. The findings revealed some gaps that informed our understanding of the concept and recommended further research studies.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776946","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}
The expanding research on team emergent states explains many facets of team dynamics in an entrepreneurial context. However, the interactions between team emergent states are still unknown. Detached from team emergent states, studies on student entrepreneurship have disclosed findings clustered around students' entrepreneurial intentions while neglecting the issue of persistence with a developed business idea. This study contributes to the literature by proposing an intersection between team emergent states and student entrepreneurial education research via a model where transactive memory systems mediate the effect of team efficacy on team persistence. The model is tested on a sample of student teams using a partial least‐square structural equation modelling approach. The findings support the proposed indirect effect. The study offers theoretical implications for team emergent states and policy implications for entrepreneurial education.
{"title":"Linking team emergent states to achieve persistence with a business idea in student teams","authors":"Marko Kolaković, Saša Petković, Tin Horvatinović","doi":"10.1111/ejed.12720","DOIUrl":"https://doi.org/10.1111/ejed.12720","url":null,"abstract":"The expanding research on team emergent states explains many facets of team dynamics in an entrepreneurial context. However, the interactions between team emergent states are still unknown. Detached from team emergent states, studies on student entrepreneurship have disclosed findings clustered around students' entrepreneurial intentions while neglecting the issue of persistence with a developed business idea. This study contributes to the literature by proposing an intersection between team emergent states and student entrepreneurial education research via a model where transactive memory systems mediate the effect of team efficacy on team persistence. The model is tested on a sample of student teams using a partial least‐square structural equation modelling approach. The findings support the proposed indirect effect. The study offers theoretical implications for team emergent states and policy implications for entrepreneurial education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776944","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}
For about 30 years, the European Union has been politically active in the field of Education and Training with a broad set of aims, measures and tools. All member states were involved in these politics, creating a kind of European profile. Adult education was an important pillar. A number of adult educators involved in various organisations at both the European and national levels carried out the activities. Many of them were recognised for their contributions and were inducted into the International Adult and Continuing Education Hall of Fame. In this qualitative review, the reflections of 16 of these experts on a number of key issues, including achievements, challenges and obstacles in this period are presented. They evaluate European policy‐making in adult education and training, including the systems, the funding, the participation and the professional developments, in a structured way. A common understanding of adult education and its prerequisites can be noticed, as well as critical reflections on achievements, and further needs.
{"title":"Adult education in the European Union since 1993","authors":"Ekkehard Nuissl, Simona Sava, Éva Farkas","doi":"10.1111/ejed.12719","DOIUrl":"https://doi.org/10.1111/ejed.12719","url":null,"abstract":"For about 30 years, the European Union has been politically active in the field of Education and Training with a broad set of aims, measures and tools. All member states were involved in these politics, creating a kind of European profile. Adult education was an important pillar. A number of adult educators involved in various organisations at both the European and national levels carried out the activities. Many of them were recognised for their contributions and were inducted into the International Adult and Continuing Education Hall of Fame. In this qualitative review, the reflections of 16 of these experts on a number of key issues, including achievements, challenges and obstacles in this period are presented. They evaluate European policy‐making in adult education and training, including the systems, the funding, the participation and the professional developments, in a structured way. A common understanding of adult education and its prerequisites can be noticed, as well as critical reflections on achievements, and further needs.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776949","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}
Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.
自我决定理论（SDT）是近年来开创性研究的主题。SDT 的核心是自主性、能力和相关性等基本心理需求及其在自我决定动机、幸福和成长中的必要作用。本研究旨在调查伊朗三个省私立学校 417 名中级水平 EFL 学生的学习风格偏好、动机调节和心理健康之间的关系。研究人员使用感知学习风格偏好问卷、学习动机（AM）量表、基本心理需求满足度量表和心理健康（PWB）量表，通过电子调查收集数据。利用结构方程模型进行的定量分析显示，学习风格偏好与 AM 和 PWB 之间存在正相关。此外，对需求的满意程度也是预测 AM 和 PWB 分数的一个重要因素。这项研究强调了在教育环境中认识和适应多样化学习风格的重要性，以及满足需求对培养英语学习者内在动力和整体幸福感的重要意义。这些研究结果强调，从业人员需要有针对性地调整教学策略，以满足学习者的需求，并创造一个能够促进 SDT 所确定的三种心理需求的学习环境。
{"title":"Like coloured pencils in a pencil case: A portray of the connections between learning style preferences, needs satisfaction, academic motivation, and psychological well‐being from the window of self‐determination theory","authors":"Ehsan Namaziandost, Hossein Kargar Behbahani, Tahereh Heydarnejad","doi":"10.1111/ejed.12715","DOIUrl":"https://doi.org/10.1111/ejed.12715","url":null,"abstract":"Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649192","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}
This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi‐crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in‐depth interviews with young students, we identify and discuss three main micro‐rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID‐19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro‐rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures.
{"title":"Casual, customized and contemptuous relationships with education: Social solvation and young people's strategies during multi‐crisis","authors":"Justyna Sarnowska, Paula Pustułka, Justyna Kajta","doi":"10.1111/ejed.12707","DOIUrl":"https://doi.org/10.1111/ejed.12707","url":null,"abstract":"This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi‐crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in‐depth interviews with young students, we identify and discuss three main micro‐rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID‐19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro‐rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646259","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}
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