European Journal of Psychology of Education最新文献

Teachers' self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers' prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secondary school teachers who participated in a quasi-experimental PD program with an experimental group (n = 31) and a control group (n = 23). Both groups were exposed to mastery and vicarious experiences. However, while the experimental group focused on developing competencies for promoting SRL, the control group focused on teachers' competencies to promote social skills. Results from several regression models revealed that TSE-SRL was developed through the PD program for both groups, with a slightly higher improvement in the experimental group. Teachers' previous experience was the only variable moderating this effect. The study provides information about the importance of mastery and vicarious experiences for TSE-SRL and the design of PD programs to foster TSE-SRL.

Moving in older age is a critical experience in the person's life trajectory as it may require an important reorganization of their relation to the social and material environment. In order to better understand this experience, we propose to address it drawing on the concepts of rupture and transition as developed in the frame of sociocultural lifecourse psychology. We complete this theoretical framework with the distinction between frame and space and with literature on bodies and embodiment. We present a case study conducted in a building of so-called flats with referee, a type of flats developed in the frame of a political reform addressing demographic ageing, in a Swiss canton. We focus in particular on interviews with inhabitants before and after they moved to these flats. In the analysis, we discuss two aspects of this rupture/transition which, we argue, play an important role in the persons' experiences: firstly, the embodied dimension of the experience of rupture, which is notably related to the experience of a new physical environment; secondly, the social relations in these buildings designed especially to favor relationships among neighbors. Through this analysis, we aim at contributing to the understanding of development in older age from a sociocultural psychological perspective and to the literature on ruptures and transitions as we highlight theoretical and methodological implications.

Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students' mathematics emotion profiles in Grades 7 and 8, and whether an intervention setting impacted these patterns of change compared to the control setting. Latent profile analysis (LPA) and random intercept latent transition analysis (RI-LTA) were applied to assess the mathematics emotion profiles and the probability of transitioning between the profiles of 348 students. Results revealed three emotion profiles: a mixed emotion profile, a rather positive emotion profile, and a predominantly positive emotion profile with a high level of stability across Grades 7 and 8. The three mathematics emotion profiles can be predicted by gender and mathematics achievement. Finally, RI-LTA revealed that the intervention had different effects on the mathematics emotion profiles.

Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00972-4.

This study pioneers the examination of developmental trajectories of children's personal values and their behavior in the classroom at the start of elementary school, exploring these dynamics of change in younger children. Additionally, we consider the classroom context, being an important but often overlooked setting for children's value development. In a sample of 1,184 Swiss children (Mean age at T1: 6.82 years) who self-reported their values and whose classroom teachers rated their behavior at four time points, set three to four months apart, we analyzed trajectories of personal values and classroom behaviors at both individual and classroom levels. Multilevel growth curve analyses revealed similar trajectories of value change at both individual and classroom levels, showing a substantial linear increase in values of self-transcendence (benevolence and universalism) and a substantial linear decrease in values of self-enhancement (achievement and power). The trajectories of children's value-expressive behaviors (supportive, achievement-oriented, disciplined, learning-oriented), however, did not align with these value trends and were relatively flat over time, with no significant change at the classroom level. Adding a time-lagged prediction to the multilevel growth curve models, we found that children's values positively predicted their expressive behavior one time point later, except for conservation values which did not predict future disciplined behavior. Furthermore, the higher children's supportive, achievement-, learning-oriented, and disciplined behavior was, the higher were their future values of self-transcendence, self-enhancement, openness to change and conservation respectively. Our findings emphasize the bidirectional nature of these relationships, offering important implications for enhancing educational practices in elementary schools.

Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00966-2.

Early numeracy competencies are of great importance for children's competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children's numeracy development improves both, children's numeracy competencies and the quality of families' home numeracy environment (HNE) while considering the potential impact of parental (STEM) occupation. Children's numeracy competencies were measured twice in two cohorts (N ₁  = 190 children; M _1age = 63.6 months; SD ₁  = 4.4; N ₂  = 310 children; M _2age = 59.4 months; SD ₂  = 3.9) with a six-month interval between t1 and t2. Parents were surveyed about the family characteristics and the HNE. Families in the numeracy intervention group (N _total = 151) received tablet computers with specific numeracy learning apps and parent information. No significant intervention effect on the quality of the HNE was found. However, children from intervention families showed significantly greater numeracy competency gains, even when considering child and family characteristics and independent of parental occupations. Consequently, high-quality learning apps can support the development of children's numeracy competencies already at preschool age. Further ideas on how to reach families and enhance the HNE are discussed.

Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00953-7.

Students' well-being has become an important part of education policy in many countries. Research shows that well-being contributes to students' engagement in school, thereby supporting academic achievement. However, prior research has often neglected the interplay and multidimensionality of the constructs. The present study applied a six-dimensional student well-being model and a three-component school engagement model to untangle the differential associations of positive and negative well-being dimensions with the components of school engagement and academic achievement. Longitudinal mediation analyses using a sample of N = 754 Swiss secondary school students and two measurement points (Grade 7 and Grade 8) revealed differential associations of well-being dimensions with engagement components, but no direct effects on academic achievement. Enjoyment in school, as a dimension of student well-being, had an indirect effect on academic achievement, mediated through behavioral engagement. The results imply that fostering students' enjoyment in school may be a promising strategy to enhance their behavioral engagement and, in turn, promote their academic achievement.

Mindset is generally conceptualized as a stable trait, but recent research suggests that the social context may play a pivotal role in its development and adjustment (de Ruiter & Thomaes, 2023; King, 2020); Lou & Li, 2023). Empirical investigations have primarily focused on the social context of teachers and peers with less attention to the role of parents. This study seeks to explore the relationship between parents and their adolescents' intelligence mindset, by examining the effects of parents' intelligence mindset, failure beliefs, and appraisal of increasing academic marks, as well as the daily feedback they provide, using a combination of cross-sectional and daily diary methods. The results of the cross-sectional study, from a sample of Dutch adolescents (M _age = 14.47 years) and their parents (M _age = 47.60 years) revealed that a more growth-oriented intelligence mindset in parents relate to a more growth-oriented intelligence mindset in their adolescents. Furthermore, parents' result-oriented day-to-day feedback was found to be negatively associated with adolescents' intelligence mindset, demonstrating that a focus on school marks may inhibit the development of a growth mindset in adolescents. These findings have useful implications, such as providing new insights into the dynamic interplay between parents' intelligence mindset, the day-to-day feedback they provide, and their adolescents' intelligence mindset, which may be important factors for adolescents' learning attitudes and academic success.

This special issue advances the study of value formation in educational settings by introducing and applying the Value Transmission in the School Context model, which has been developed on the basis of a conceptual synthesis of Schwartz's Theory of Basic Human Values, Bronfenbrenner's Ecological Systems Theory, and Fend's New Theory of School. While human values are central to global educational agendas, empirical research on how values develop in school contexts remains limited. The ten original studies in this issue draw on diverse methodologies and data from six countries to examine value development in children and adolescents across micro-, meso-, and macro-levels of schooling. Together, the contributions highlight the dynamic interplay between vertical value transmission (from educational systems to classroom practices and vice versa) and horizontal transmission (between teachers and students, as well as among peers). The findings emphasize that schools are not only institutional settings for value education but also social spaces where values are continuously shaped through interaction and negotiation. This editorial situates the studies within the proposed framework offering a cohesive perspective on the multilevel processes that shape value development in schools. It concludes by identifying key directions for future research that account for systemic structures, developmental dynamics, and contextual factors.

Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment.

Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent–child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving—their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7–13 months). Over 7 months, we observed and registered children’s daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal–distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.