International Journal of Educational Research最新文献

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School buildings: Effects of ergonomic and architectural factors of school spaces on teachers’ well-being 学校建筑：学校空间的人体工程学和建筑因素对教师幸福感的影响

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 DOI: 10.1016/j.ijer.2025.102925

Sonia Vermeulen Steyaert

Teachers spend most of their working lives inside school buildings, yet research on the built environment has largely centred on students, leaving teachers’ occupational well-being relatively underexplored from a spatial perspective. This study aims to examine how ergonomic and architectural characteristics of primary classrooms are associated with key psychosocial dimensions of teachers’ occupational well-being.

NAn online survey was conducted with 230 French-speaking primary teachers and assessed four environmental factors—architectural configuration, acoustic quality, visual conditions, and thermal/atmospheric comfort—together with self-efficacy, work engagement, and workplace well-being. Data were analysed using partial least-squares structural equation modelling (PLS-SEM).

The results show that classroom configuration, acoustic quality and visual conditions are positively associated with teachers’ self-efficacy. Self-efficacy, in turn, is positively related to both work engagement and workplace well-being, with work engagement showing the strongest association with well-being. Indirect effects highlight acoustic conditions and spatial configuration as the most influential environmental factors linked to overall well-being.

Overall, the model explains a substantial proportion of variance in the three psychosocial outcomes, supporting the relevance of classroom design for teachers’ professional experience. These findings underscore the importance of prioritising acoustic quality and spatial flexibility in school design and renovation, and they provide actionable insights for architects, policymakers, and school leaders seeking to create work environments that may support teachers’ professional well-being and sustainable professional engagement.

教师的大部分工作时间都是在学校建筑内度过的，然而对建筑环境的研究主要集中在学生身上，从空间角度来看，教师的职业幸福感相对较少。本研究旨在探讨小学教室的人体工程学和建筑特征与教师职业幸福感的关键心理社会维度之间的关系。一项针对230名法语小学教师的在线调查评估了四个环境因素——建筑结构、声学质量、视觉条件和热/大气舒适度——以及自我效能感、工作投入和工作场所幸福感。数据分析采用偏最小二乘结构方程模型（PLS-SEM）。结果表明，教室布置、音质和视觉条件与教师自我效能感呈正相关。反过来，自我效能感与工作投入和工作场所幸福感都呈正相关，其中工作投入与幸福感的关联最强。间接影响强调声学条件和空间配置是与整体幸福感相关的最具影响力的环境因素。总体而言，该模型解释了三种心理社会结果中相当大比例的差异，支持课堂设计与教师专业经验的相关性。这些发现强调了在学校设计和装修中优先考虑声学质量和空间灵活性的重要性，并为建筑师、政策制定者和学校领导提供了可操作的见解，以创造可能支持教师职业福祉和可持续职业参与的工作环境。

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Between connection and withdrawal: How teachers choose to regulate their emotions in home-school scenarios 在联系与退缩之间：教师如何在家庭-学校情境中选择调节他们的情绪

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 DOI: 10.1016/j.ijer.2025.102929

Hui Dong (董辉) , Xinyue Zhou (周鑫玥) , Siyi Huang (黄思怡)

For teachers in contemporary education settings, professional work with parents, including communication, collaboration, and conflict resolution, has become an integral part of their daily responsibilities. Emotional regulation in home–school interactions, therefore, constitutes a vital aspect of teachers’ emotional labor. Drawing on focus group interviews with 58 teachers in mainland China and employing a theory-driven thematic data coding approach, this study examines the dynamics of interpersonal emotion regulation within home–school encounters. The analysis identifies three overarching orientations in teachers’ strategies: building connections, maintaining the status quo, and strategic withdrawal, with each orientation containing two specific strategies. Compared with classroom-based regulation strategies directed toward students, teacher emotion regulation in home–school interactions is characterized by greater complexity, contextual dependence, and inherent tensions. Situated within a broader policy and reform landscape, these practices challenge teachers’ emotional resilience and professional identity, while providing limited support for the development of constructive home–school relationships. This study underscores the importance of systematic interpersonal emotional support for teachers and reaffirms the necessity of teaching as a form of humanistic, relational connective labor.

对于当代教育环境中的教师来说，与父母的专业工作，包括沟通、合作和解决冲突，已经成为他们日常职责的一部分。因此，家校互动中的情绪调节是教师情绪劳动的一个重要方面。通过对中国大陆58名教师的焦点小组访谈，采用理论驱动的主题数据编码方法，本研究考察了家校相遇中人际情绪调节的动态。该分析确定了教师策略的三个主要方向：建立联系、维持现状和战略性退出，每个方向包含两个具体策略。与以课堂为基础、以学生为导向的调节策略相比，家校互动中的教师情绪调节具有更大的复杂性、情境依赖性和内在张力。在更广泛的政策和改革背景下，这些做法挑战了教师的情感弹性和职业认同，同时为建设性家校关系的发展提供了有限的支持。本研究强调了系统的人际情感支持对教师的重要性，并重申了教学作为一种人文的、关系的联结劳动的必要性。

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IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

引用次数: 0

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

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IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

引用次数: 0

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

引用次数: 0

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

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IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01

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Examining institutional academic freedom and STEM research production in the OECD 考察经合组织的机构学术自由和STEM研究成果

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-26 DOI: 10.1016/j.ijer.2025.102915

Frank Fernandez , Yuan Chih Fu , Yin Chun Lin , Volha Chykina

While academic freedom is often framed as an individual right, this study examines institutional academic freedom, the autonomy of universities from state interference, as a foundational condition for scientific inquiry and STEM research production. Drawing on a panel dataset of 13 OECD countries from 1981 to 2007, the study shows that institutional autonomy facilitates research production, both in terms of research quantity and quality. Using fixed-effects regression models and controlling for country level research and development investments, and broader political and economic factors, this study finds that two measures of institutional academic freedom (institutional autonomy and campus integrity) are positively and statistically significantly associated with increases in both the volume and quality of STEM publications. One of these measures retains its statistical significance even after controlling for individual level measures of academic freedom. This study argues that in addition to considering individual academic freedom of faculty to teach and research without interference and fear of repression, researchers and policy makers should take into account institutional academic freedom when examining the overall academic freedom environment and its effects within countries. Our findings underscore the distinct and critical role that institutional academic freedom plays in supporting national scientific capacity, reinforcing calls to protect university autonomy as a public good essential for knowledge production.

虽然学术自由通常被视为一项个人权利，但本研究考察了机构学术自由，即大学不受国家干预的自主权，作为科学探究和STEM研究成果的基础条件。利用1981年至2007年13个经合组织国家的面板数据集，该研究表明，机构自治在研究数量和质量方面促进了研究生产。利用固定效应回归模型并控制国家层面的研发投资以及更广泛的政治和经济因素，本研究发现，机构学术自由的两项指标（机构自治和校园诚信）与STEM出版物数量和质量的增加呈正相关，且在统计上显著。其中一项措施即使在控制了个人水平的学术自由措施后，仍保持其统计显著性。这项研究认为，除了考虑教师在不受干涉和担心压制的情况下进行教学和研究的个人学术自由之外，研究人员和政策制定者在检查总体学术自由环境及其在国家内部的影响时应该考虑机构学术自由。我们的研究结果强调了机构学术自由在支持国家科学能力方面发挥的独特和关键作用，加强了保护大学自治作为知识生产必不可少的公共产品的呼吁。

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The impact of school experiences and relationships on high school students’ activism: Support, constraints and tensions 学校经历和人际关系对高中生行动主义的影响：支持、约束和紧张

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-25 DOI: 10.1016/j.ijer.2025.102913

Thalia Thereza Assan , Gal Levy , Mohammad Massalha

This article responds to the global rise in activism led by high school-aged youth by asking: How do students perceive high schools as arenas for socialisation into political activism? Although non-religious Jewish state schools in Israel typically avoid encouraging political engagement, high school students were prominently involved in the 2023 Protest Movement against the government’s “judicial reform”, with some schools supporting and even initiating student protests. Drawing on interviews with high school activist students, the article investigates how and under what conditions schools facilitate political engagement. Our findings show that certain schools fostered students’ activism implicitly or explicitly — for example, through extra-curricular teaching about democracy, excusing protest-related absences, and other practices. Participants, however, described these schools as atypical. Indeed, these schools mostly serve higher socioeconomic communities closely identified with the protest milieu. Participants also pointed to clear limits of institutional support, such as barring criticism of politicians or the Occupation. Furthermore, while most research on political socialisation into activism and education for citizenship emphasises the role of adults, our findings highlight the importance of school peers. Activists engaged in meaningful political dialogue with classmates and encouraged their participation, yet these interactions also produced conflicts and strained relationships. This paper therefore draws attention to the informal, relational aspects of schooling that shape youth activism and calls on scholars, educators, and policymakers to recognise students’ political agency, their present stakes in society, and the ways political socialisation is facilitated by youth through their interactions with both school staff and peers.

这篇文章通过以下问题回应了由高中年龄青年领导的全球行动主义的兴起：学生如何看待高中作为社会化政治行动主义的舞台？虽然以色列的非宗教犹太公立学校通常避免鼓励政治参与，但高中生在2023年反对政府“司法改革”的抗议运动中发挥了重要作用，一些学校支持甚至发起了学生抗议活动。通过对高中积极分子学生的采访，本文调查了学校如何以及在什么条件下促进政治参与。我们的研究结果表明，某些学校或明或暗地培养了学生的激进主义——例如，通过有关民主的课外教学，为抗议相关的缺席找借口，以及其他做法。然而，参与者称这些学校是非典型的。事实上，这些学校大多服务于与抗议环境密切相关的较高社会经济群体。与会者还指出了机构支持的明确限制，例如禁止批评政治家或占领。此外，虽然大多数关于政治社会化行动主义和公民教育的研究都强调成年人的作用，但我们的研究结果强调了学校同龄人的重要性。积极分子与同学进行有意义的政治对话，并鼓励他们参与，但这些互动也产生了冲突和紧张的关系。因此，本文提请注意学校教育的非正式、关系方面，这些方面塑造了青年行动主义，并呼吁学者、教育工作者和政策制定者认识到学生的政治代理，他们目前在社会中的利益，以及青年通过与学校工作人员和同龄人的互动促进政治社会化的方式。

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