International Journal of Educational Research最新文献_第10页

The relationship between family-school-community collaboration and students’ academic achievement: A Moderated Mediation Model 家庭-学校-社区合作对学生学业成绩的影响：一个有调节的中介模型

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-09-10 DOI: 10.1016/j.ijer.2025.102774

Xinlei Lv , Ru Yan , Shutao Wang

Family-school-community collaboration (FSCC) has a significant influence on students’ development and learning trajectories; however, research examining its impact on academic achievement remains limited. Based on the Proximal Process-Person-Context-Time (PPCT) model, this study investigated the mechanisms through which FSCC affects academic achievement. A total of 1473 families from primary and secondary schools participated in this study, and data about the children’s academic achievement over two semesters were collected. Using structural equation modeling, this research examined the effect of FSCC on academic achievement, the mediating role of teachers’ positive feedback, and the moderating effect of students’ self-regulated learning (SRL). The results revealed that FSCC exerted a positive and sustained effect on students’ academic achievement. Teachers’ positive feedback mediated this relationship, acting as a full mediator in the first semester and a partial mediator in the second. Additionally, SRL positively moderated the effect of FSCC on teachers’ positive feedback, with a stronger predictive effect observed among students with higher SRL. The study empirically verifies the PPCT model and extends the theoretical recognition of relationships among FSCC, teachers’ positive feedback, students’ SRL, and their academic achievement. Implications for educational practice include the recommendation for enhancing collaboration among families, schools, and communities, encouraging teachers to employ positive feedback strategies, and empowering students to develop stronger SRL abilities.

家庭-学校-社区合作对学生的发展和学习轨迹有显著影响；然而，关于其对学业成绩影响的研究仍然有限。基于近端过程-人-情境-时间（PPCT）模型，本研究探讨了FSCC影响学业成绩的机制。共有1473个中小学家庭参与了本研究，收集了儿童两个学期的学习成绩数据。本研究采用结构方程模型，考察了FSCC对学业成绩的影响、教师积极反馈的中介作用以及学生自我调节学习的调节作用。研究结果显示，家庭教师参与对学生的学业成绩有积极且持续的影响。教师的积极反馈在这一关系中起中介作用，在第一学期起完全中介作用，在第二学期起部分中介作用。此外，SRL正向调节FSCC对教师正反馈的影响，并且在SRL越高的学生中观察到更强的预测效应。本研究对PPCT模型进行了实证验证，拓展了FSCC、教师正反馈、学生自主学习与学业成绩之间关系的理论认知。对教育实践的启示包括建议加强家庭、学校和社区之间的合作，鼓励教师采用积极的反馈策略，并授权学生发展更强的SRL能力。

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引用次数: 0

Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building 印度查谟边境冲突地区教师经验探索：和平建设的旺盛需求

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-06-04 DOI: 10.1016/j.ijer.2025.102653

Raveena Kousar , Subhasis Bhadra

Armed conflict affects every individual but students at their developmental age become the worst victims because they lose their learning environment and continue to live with the trauma that jeopardises growth opportunities. Teachers occupy central roles within the lives of children and the expectations have widened beyond providing instructions in academic skills in addition to ensuring a safe learning environment, supporting children’s emotional needs and fostering social cohesion. This study explored the experiences of the teachers in the border conflict between India and Pakistan using a qualitative transcendental phenomenological approach. Purposive sampling was used to select the 15 teachers experienced in teaching the children in border conflict areas of Jammu &Kashmir-India. Finding reveals that teachers are facing problems of regular disturbances in the academic calendar, heavy workload, burden to complete their syllabus, and lack of competence to deal with the traumatic experiences of the children. Teachers also recommend suggestive measures like hostel facilities, scholarship provisions, online learning, and psychosocial training for them.

武装冲突影响到每一个人，但处于发育年龄的学生成为最严重的受害者，因为他们失去了学习环境，继续生活在危及成长机会的创伤中。教师在儿童的生活中发挥着核心作用，人们对教师的期望已经超出了提供学术技能指导，还包括确保安全的学习环境、满足儿童的情感需求和促进社会凝聚力。本研究以质性先验现象学方法探讨印巴边境冲突中教师的经验。采用有目的抽样的方法，选取了在查谟-克什米尔-印度边境冲突地区从事儿童教学工作的15名教师。调查结果显示，教师面临的问题是：课程表经常受到干扰，工作量大，完成教学大纲的负担重，以及缺乏处理孩子创伤经历的能力。教师们还会为他们推荐一些有启发性的措施，比如宿舍设施、奖学金提供、在线学习和心理社会培训。

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引用次数: 0

Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners 探讨中国英语学习者批判性思维倾向、感知教师热情、沟通意愿和性别之间的相互作用

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2024-12-30 DOI: 10.1016/j.ijer.2024.102532

Lihong Ma , Baorong Li , Hongyan Guo

The interplay between critical thinking (CT) skills and willingness to communicate (WTC) among foreign language (FL) learners is well-established. However, the specific influence of CT dispositions on WTC remains insufficiently explored. This study investigated the relationship between CT dispositions and WTC among FL learners. It also examined how teacher enthusiasm moderates this relationship based on principles from social cognitive theory, and further explored potential gender differences in this dynamic employing gender schema theory. A total of 4847 secondary school English learners (M_age = 15.579, SD = 0.546) from China participated in the research, with 46.1 % males and 53.9 % females. Data was collected through self-reported scales measuring perceived teacher enthusiasm, CT dispositions, and WTC. Findings revealed a positive association between CT dispositions and WTC, identifying systematicity, self-confidence in reasoning, inquisitiveness, and cognitive maturity as significant predictors of WTC. Moreover, teacher enthusiasm was found to positively moderate the relationship between CT dispositions and WTC. Additionally, high levels of teacher enthusiasm boosted WTC more significantly for students with high CT dispositions, and this effect was stronger for females than for males. This research carries significant implications for FL teaching, suggesting that fostering teacher enthusiasm and reinforcing CT dispositions could significantly elevate learners’ communicative willingness and overall language proficiency.

在外语学习者中，批判性思维（CT）技能和沟通意愿（WTC）之间的相互作用是公认的。然而，CT配置对WTC的具体影响尚未得到充分探讨。本研究探讨了外语学习者的CT倾向与WTC的关系。基于社会认知理论的原则，研究了教师热情如何调节这种关系，并利用性别图式理论进一步探讨了这种动态的潜在性别差异。中国共有4847名中学英语学习者（Mage = 15.579, SD = 0.546）参与了研究，其中男性占46.1%，女性占53.9%。通过自我报告量表收集数据，测量感知教师热情、CT倾向和WTC。研究结果显示，CT倾向与WTC呈正相关，发现系统性、推理自信、好奇心和认知成熟度是WTC的重要预测因素。此外，教师热情对CT倾向与WTC的关系有正向调节作用。此外，对于具有高CT倾向的学生，高水平的教师热情更显著地促进了WTC，并且这种影响在女性中强于男性。本研究对外语教学具有重要的启示意义，表明培养教师积极性和强化CT倾向可以显著提高学习者的交际意愿和整体语言水平。

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引用次数: 0

Trust between educators and migrant Arab parents in Germany: A qualitative study 德国教育工作者与阿拉伯移民父母之间的信任：一项定性研究

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2024-12-09 DOI: 10.1016/j.ijer.2024.102522

Isabell Schuster , Inka Bormann , Sascha Hein

Past research has shown that trust between parents and educators is crucial for establishing effective relationships. However, for migrant parents, limited knowledge of the educational system of the host country and different expectations, as well as potential language barriers, may impact the perception of trust. Therefore, the present qualitative study examined the perceptions of trust among Arab migrant parents and educators in Germany, focusing on their definitions of trust and the perceived signs of trustworthiness and its absence. We conducted 21 interviews with Arab parents and 23 interviews with educators, which were analyzed using qualitative content analysis and thematic analysis. Both parents and educators provided elaborate definitions of trust, with parents strongly focusing on their child's well-being, whereas educators highlighted openness, reliability, and benevolence toward parents. We found little overlap between the themes raised by parents and educators regarding signs of perceived trustworthiness or the lack of perceived trustworthiness. Also, a partial mismatch between parents’ and educators’ perceptions was shown. Implications for improving communication and training for educators, as well as the advancement of trust theory, are discussed to foster trustful relationships that enhance children's developmental outcomes.

过去的研究表明，父母和教育者之间的信任对于建立有效的关系至关重要。然而，对于移民父母来说，对东道国教育制度的有限了解和不同的期望，以及潜在的语言障碍，可能会影响信任的感知。因此，本定性研究考察了在德国的阿拉伯移民父母和教育工作者对信任的看法，重点是他们对信任的定义和可信赖的感知迹象及其缺失。我们对阿拉伯家长进行了21次访谈，对教育工作者进行了23次访谈，使用定性内容分析和主题分析进行了分析。父母和教育工作者都对信任给出了详细的定义，父母强烈关注孩子的幸福，而教育工作者则强调对父母的开放、可靠和仁慈。我们发现，父母和教育工作者提出的关于感知可信或缺乏感知可信的迹象的主题之间几乎没有重叠。此外，家长和教育工作者的看法部分不匹配。本文讨论了改善教育工作者沟通和培训的意义，以及信任理论的发展，以促进促进儿童发展成果的信任关系。

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引用次数: 0

Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea 培养具有批判性和同情心的全球公民：一所英国大学在韩国的留学经历

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-06-27 DOI: 10.1016/j.ijer.2025.102672

Sarah A. Son, Gemma Ballard

This article explores how a short-term study abroad programme in South Korea cultivated a critically compassionate and morally engaged form of global citizenship among British East Asian Studies undergraduate students. Drawing on our pedagogical reflections, we examine student engagement with South Korean unification education via encounters with a range of government and non-governmental actors, each offering divergent perspectives on inter-Korean relations. We argue that structured reflection, emotional attunement, and agonistic engagement enabled students to develop confidence in navigating complexity while fostering a justice-oriented response to conflict and inequality. These outcomes were supported by a pedagogical approach that prioritised ethical deliberation, affective engagement, and reflexive positionality, encouraging students to interrogate assumptions and challenge dominant narratives. The study connects area studies education with broader debates in global citizenship education (GCE), advocating for in-country engagement that moves beyond skills acquisition toward ethical and political awareness. The findings support a call to embed GCE more deliberately in area studies curricula, enabling students to grapple with positionality, power, and global interdependence through critically informed, affective, and dialogic learning.

本文探讨了在韩国的短期留学项目是如何在英国东亚研究本科学生中培养出一种批判性的、富有同情心和道德参与的全球公民形式的。根据我们的教学反思，我们通过与一系列政府和非政府参与者的接触，研究了学生对韩国统一教育的参与情况，每个参与者都对朝韩关系提供了不同的观点。我们认为，结构化的反思、情感调节和激烈的参与使学生在驾驭复杂性的同时培养了对冲突和不平等的正义导向的反应的信心。这些结果得到了一种教学方法的支持，这种教学方法优先考虑伦理审议、情感参与和反身性，鼓励学生质疑假设和挑战主流叙事。该研究将区域研究教育与全球公民教育（GCE）中更广泛的辩论联系起来，倡导从技能获得到道德和政治意识的国内参与。研究结果支持了将普通教育证书更有意识地嵌入区域研究课程的呼吁，使学生能够通过批判性的信息、情感和对话学习来应对地位、权力和全球相互依存。

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引用次数: 0

Gender, work and national identity: The image of women in school textbooks during the Spanish democracy 性别、工作与国家认同：西班牙民主时期学校教科书中的女性形象

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-06-27 DOI: 10.1016/j.ijer.2025.102683

Virginia Guichot-Reina , Ana María De la Torre-Sierra

This research explores the dynamic intersection of gender, work, and national identity in the schooling process of primary school students during Spanish democracy through the school discourse (textual and iconographic) found in textbooks. Twelve textbooks from the period of the so-called transition period and the current decade are analyzed in order to identify changes and continuities in discursive practices throughout democracy. The methodological approach employed is Critical Discourse Analysis (CDA), incorporating various models of analysis. The results reveal unequal modes of inclusion and exclusion of women and men in the discourses of nation-building. Different attributes representing models of femininity and masculinity are identified as symbols that articulate the nation. Additionally, the assignment of occupational roles based on gender in the school discourse is observed, with specific implications for the development of citizenship. Finally, the study discusses the potential implications of this gender discrimination on the construction of students’ identities and underscores the urgency of adopting an egalitarian perspective in the selection of didactic resources.

本研究通过教科书中的学校话语（文本和图像），探讨了西班牙民主时期小学生上学过程中性别、工作和民族认同的动态交集。从所谓的过渡时期和当前十年的十二个教科书进行分析，以确定在整个民主的话语实践的变化和连续性。所采用的方法论是批评性话语分析（CDA），它结合了各种分析模型。研究结果揭示了在国家建设话语中对女性和男性的不平等包容和排斥模式。代表女性气质和男性气质模型的不同属性被确定为表达国家的符号。此外，还观察到学校话语中基于性别的职业角色分配，这对公民身份的发展具有具体的影响。最后，研究讨论了性别歧视对学生身份建构的潜在影响，并强调了在教学资源选择中采用平等主义观点的紧迫性。

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引用次数: 0

Autonomy and its associations with persistence and competence: A longitudinal study of vocational students 自主性及其与坚持和胜任力的关系：对中职学生的纵向研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-11-11 DOI: 10.1016/j.ijer.2025.102858

Beifang Ma, Esther Winther

This study addresses three central research questions

(1) How do autonomy and related contextual factors—specifically social relatedness and competence recognition from Self-Determination Theory (SDT), and self-regulation capacity from ego-depletion theory—relate to educational outcomes, particularly given the conflicting predictions from these frameworks? (2) Do these associations differ between the two key educational outcomes: vocational competence and persistence (Outcome-Specificity)? (3) Do these associations vary depending on the domain-specific (company-level) versus domain-general (occupational-level) nature of the educational outcomes (Domain-Specificity)? The sample included 458 vocational education and training (VET) students in Germany (36 % male, 64 % female; M_age = 19.66 years), followed throughout their training programs. Four longitudinal regression models were estimated—based on two types of educational outcomes (competence and persistence) across two domain scopes (company-specific and occupation-wide). Models controlled for time effects and the nested structure of the data (students within classes and schools). Findings indicate that autonomy and related contextual factors—such as social relatedness and competence recognition— show significant positive associations with persistence, but not with vocational competence. Outcome-specific patterns were observed, while domain-specific versus domain-general distinctions were less clear. Despite the dual structure of VET, integration between company-based and school-based learning may blur the boundaries between company-specific and occupational wide learning effects. While the longitudinal design supports temporal analysis, reliance on self-report measures and the absence of experimental manipulation limit causal interpretations.

本研究解决了三个核心研究问题：(1)自主性和相关情境因素——特别是来自自我决定理论（SDT）的社会关系和能力认知，以及来自自我耗竭理论的自我调节能力——如何与教育成果相关，特别是考虑到这些框架的相互矛盾的预测？(2)职业能力和持久性这两个关键教育成果之间的关联是否不同（结果特异性）？(3)这些关联是否因教育成果的特定领域（公司级别）与一般领域（职业级别）性质（领域特异性）而有所不同？样本包括德国458名职业教育和培训（VET）学生（36%为男性，64%为女性；年龄为19.66岁），并在整个培训项目中进行跟踪。基于两种类型的教育成果（能力和持久性）在两个领域范围（特定公司和职业范围）估计了四个纵向回归模型。模型控制了时间效应和数据的嵌套结构（班级和学校中的学生）。研究结果表明，自主性和相关的环境因素（如社会关系和能力认可）与持久性有显著的正相关，但与职业能力没有显著的正相关。结果特定模式被观察到，而领域特定与领域一般的区别不太清楚。尽管职业教育教育具有双重结构，但基于公司和基于学校的学习之间的整合可能模糊了公司特定学习效果和职业广泛学习效果之间的界限。虽然纵向设计支持时间分析，但依赖自我报告测量和缺乏实验操作限制了因果解释。

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引用次数: 0

Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation 是否所有学生都能从认知激活教学的提供和使用中平等受益？将学生的认知处理技能引入等式中

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ijer.2025.102755

Charalambos Y. Charalambous , Sergios Sergiou , George K. Georgiou

Cognitively activating teaching is pivotal for student learning. Yet, prior studies have largely focused on the supply of cognitively activating teaching without also exploring students’ use of these opportunities. Additionally, prior research has largely examined whether students benefit from cognitively activating teaching on the average without exploring differential effects for different groups of students. This study explored the effects of both the supply and use of cognitive activation on students’ performance and whether these effects are moderated by students’ cognitive processing skills. Thirty-one teachers and their 542 sixth-grade students participated in the study. Students’ beginning- and end-of-school performance was measured with a validated algebra test. The Cognitive Assessment System-2: Brief was used to assess students’ cognitive processing skills, whereas student surveys provided information on students’ perceived supply and use of cognitive activation. Results of hierarchical linear modeling showed that both the supply and use of cognitive activation were unique predictors of students’ performance. Additionally, students with higher cognitive processing skills benefited more from using the available opportunities for cognitive activation compared to students with low or average cognitive processing skills. We discuss the importance of enriching existing teaching quality models to gain a deeper understanding of the differential effects of teaching on students’ outcomes. We also consider the practical implications of our findings for supporting students’ uptake of cognitively activating teaching.

认知激活教学对学生的学习至关重要。然而，先前的研究主要集中在提供认知激活教学上，而没有探索学生对这些机会的使用。此外，先前的研究主要是研究学生是否从平均的认知激活教学中受益，而没有探索不同学生群体的差异效果。本研究探讨了认知激活的供应和使用对学生成绩的影响，以及这些影响是否受到学生认知加工技能的调节。31名教师和他们的542名六年级学生参与了这项研究。学生们在学校开始和结束时的表现是通过一个有效的代数测试来衡量的。认知评估系统-2：简要用于评估学生的认知加工技能，而学生调查提供了学生认知激活的感知供应和使用的信息。层次线性模型的结果表明，认知激活的供应和使用都是学生表现的独特预测因子。此外，与认知加工能力低或一般的学生相比，认知加工能力高的学生从利用现有的认知激活机会中获益更多。我们讨论了丰富现有教学质量模型的重要性，以便更深入地了解教学对学生成果的不同影响。我们还考虑了我们的研究结果对支持学生接受认知激活教学的实际意义。

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引用次数: 0

“This makes me feel good”: Professional learning communities as a space for interpersonal emotion regulation among science teachers “这让我感觉很好”：专业学习社区作为科学教师人际情绪调节的空间

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-10-22 DOI: 10.1016/j.ijer.2025.102829

Corina González-Weil , Fabián Fernández Araneda , María Isabel Reyes-Espejo

Teachers’ interpersonal emotion regulation refers to the processes through which teachers manage both their own emotions and those of colleagues in ways that shape teacher well-being, student well-being, and student learning outcomes. Professional Learning Communities (PLCs) are collaborative spaces that can provide emotional support, reduce professional isolation, and enhance job satisfaction, yet the mechanisms through which they achieve this remain insufficiently understood. This study examined how participation in a PLC contributes to the interpersonal emotion regulation of Chilean science teachers. A qualitative interpretative methodology was employed, combining thematic and narrative analysis of five PLC sessions in which teachers shared pedagogical experiences and reflected on emotions and practices. The analysis identified several interpersonal emotion regulation strategies, including labeling, receptive listening, valuing, safety signals, and cognitive reappraisal. The findings underscore the importance of examining the emotional dimensions of teaching, particularly in Latin America, where working conditions require the integration of emotional education into pre-service and in-service teacher training, thereby strengthening relationships, collective agency, and professional development in unstable contexts.

教师的人际情绪调节是指教师通过管理自己和同事的情绪来塑造教师幸福感、学生幸福感和学生学习成果的过程。专业学习社区（plc）是一种协作空间，可以提供情感支持，减少专业隔离，提高工作满意度，但它们实现这一目标的机制仍未得到充分了解。本研究考察了参与PLC对智利科学教师人际情绪调节的影响。采用定性解释方法，结合专题和叙述分析五节PLC课程，教师分享教学经验，反思情感和实践。分析确定了几种人际情绪调节策略，包括标签、接受性倾听、重视、安全信号和认知再评价。研究结果强调了检查教学情感维度的重要性，特别是在拉丁美洲，那里的工作条件要求将情感教育纳入职前和在职教师培训中，从而在不稳定的环境中加强关系、集体代理和专业发展。

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引用次数: 0

Stereotyped perceptions of readers: an experimental vignette study with high school students and teachers 读者的刻板印象：对高中学生和教师的实验研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 Epub Date: 2025-08-20 DOI: 10.1016/j.ijer.2025.102744

Ana María Espinoza , Katherine Strasser , Ursula Kessels , María Francisca Morales

In many countries, there are medium to large gender gaps in reading achievement and motivation in favor of female students. Since research does not show substantive gender differences in verbal skills, socio-cognitive factors, such as stereotypes associated with reading, become a plausible explanation for these gender gaps. A vignette study was conducted to test whether high school students and teachers have stereotypical perceptions about boys and girls who like to read. The study used a 2 (target’s gender: boy vs. girl) x 2 (target’s reading enjoyment: low vs. high) factorial design to examine the effect of a character’s gender and reading enjoyment on participants’ judgments about the character’s academic traits, popularity, and gender expression. Participants were 296 high school students and 135 Chilean high school language-teachers in Santiago (Chile). Multivariate analysis of variance (MANOVA) and follow-up univariate ANOVAs with Bonferroni corrections showed that students hold gender stereotypes about reading because they perceive reading to be more associated with femininity than masculinity. Additionally, both students and teachers perceive characters who like to read as having more academic traits and being less popular than characters who do not enjoy reading. Contrary to expectations, no interaction effects between gender and reading enjoyment were found. These findings provide empirical evidence regarding a relevant topic in education -sources of inequalities in reading achievement. Such results may offer a preliminary basis for identifying general directions for policies or interventions that promote more equitable literacy learning opportunities for male and female high school students.

在许多国家，女生在阅读成绩和阅读动机方面存在中等到较大的性别差距。由于研究没有显示语言技能的实质性性别差异，社会认知因素，如与阅读相关的刻板印象，成为这些性别差距的合理解释。进行了一项小插图研究，以测试高中学生和教师是否对喜欢阅读的男孩和女孩有刻板印象。该研究使用了2（目标性别：男孩vs女孩）× 2（目标阅读享受：低vs高）的因子设计来检验角色的性别和阅读享受对参与者对角色的学术特征、受欢迎程度和性别表达的判断的影响。研究对象为296名智利高中生和135名智利高中语言教师。多变量方差分析（MANOVA）和后续单变量方差分析（anova）经Bonferroni校正后显示，学生对阅读持有性别刻板印象，因为他们认为阅读与女性气质比男性气质更相关。此外，学生和老师都认为喜欢阅读的角色比不喜欢阅读的角色更有学术特征，更不受欢迎。与预期相反，性别与阅读享受之间没有交互作用。这些发现为教育中的一个相关话题——阅读成绩不平等的来源——提供了经验证据。这些结果可能为确定促进男女高中学生更公平的识字学习机会的政策或干预措施的总体方向提供初步基础。

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引用次数: 0