International Journal of Educational Research最新文献_第3页

Understanding the impact of social exclusion on exercise behavior: exploring mediating and moderating mechanisms among college students 了解社会排斥对大学生运动行为的影响：探索大学生运动行为的调节机制

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-23 DOI: 10.1016/j.ijer.2025.102883

Yanni Zhang , Heng Gao , Xinguo Yuan , Changfang Wang

Social exclusion is a common topic among college and university students, and its causes exacerbate psychological distress and negative behavioral outcomes. This study investigates the prevalence of social exclusion during physical activity among college students, focusing on social support as a mediator and examining self-esteem, campus social environments, and group exercise involvement as moderators. A cross-sectional quantitative survey design was employed, collecting data through systematic sampling procedures. Surveys were delivered offline and online in a structured way to 1610 participants. Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 was used to analyze the data. The results indicated that social exclusion had a direct and negative effect on exercise behavior, β (-0.41), p < 0.001. Social support played a mediating role and was totally mediated, β (0.36), p < 0.001. Self-esteem declined as a result of social exclusion, β (-0.38), p < 0.001, and this decline caused reductions in exercise levels. Campus social climate had a direct effect on campus social climate, β (0.33), p < 0.005, and supported group climate in decreasing social exclusion effects, as well as participating in group exercise, β (0.40), p < 0.001. Overall, the model explained 48 % of the variance in exercise behavior (R² = 0.48). This study provided a new combination of psychological and behavioral constructs to explain how the process of social exclusion leads to inactivity in terms of physical activity. Social support was a mediating factor that can be implemented in school settings. This research explored how students are socially excluded from physical activity and the significant protective function of social support. Specifically, this research recommends that universities or medical health practitioners provide opportunities for interventions that work on inclusive group behaviors and build supportive university contexts for physical health initiatives alongside psychological well-being interventions.

社会排斥是大学生普遍存在的问题，其成因加剧了大学生的心理困扰和不良行为后果。本研究调查了大学生体育活动中社会排斥的普遍程度，重点研究了社会支持作为中介，并考察了自尊、校园社会环境和团体运动参与作为调节因子。采用横断面定量调查设计，通过系统抽样程序收集数据。调查以结构化的方式在线下和线上对1610名参与者进行了调查。采用SmartPLS 4的偏最小二乘结构方程模型（PLS-SEM）对数据进行分析。结果表明，社会排斥对运动行为有直接的负向影响，β (-0.41), p < 0.001。社会支持起中介作用，并被完全中介，β (0.36), p < 0.001。自尊心下降是社会排斥的结果，β (-0.38), p < 0.001，这种下降导致运动水平的减少。校园社会气候对校园社会气候有直接影响，β (0.33), p < 0.005；支持群体气候对减少社会排斥效应有直接影响，β (0.40), p < 0.001。总体而言，该模型解释了48%的运动行为差异（R²= 0.48）。这项研究提供了一个新的心理和行为结构的组合来解释社会排斥的过程是如何导致身体活动不足的。社会支持是一个中介因素，可以在学校环境中实施。本研究探讨学生体育活动被社会排斥的原因及社会支持的保护作用。具体来说，本研究建议大学或医疗保健从业者为包容性群体行为的干预提供机会，并在心理健康干预的同时，为身体健康倡议建立支持性的大学环境。

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引用次数: 0

Doing ethics without a ‘Map’: How Chinese researchers develop ethical awareness in research with children 在没有“地图”的情况下做伦理：中国研究人员如何在儿童研究中培养伦理意识

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-19 DOI: 10.1016/j.ijer.2025.102914

Kaidong Guo , Yan Zhu , Jie Gao , Yuwei Xu , Yuchen Wang , Xiao Qu

This paper explores how researchers working with children in China navigate ethical challenges in the contexts of limited institutional guidance and the tension between global ethical principles and local moral expectations. Drawing on dialogic focus groups with 30 Chinese participants who have experience doing research with children, we conceptualise ethics not as compliance with rules but as an interplay of ethical awareness and practice shaped by affective, relational, and institutional conditions. Ethical awareness is theorised as a situated and relational capacity to recognise and respond to morally important moments under uncertainty. It develops through hesitation, discomfort and negotiation, particularly within ethical double binds between procedural frameworks and relational obligations. Rather than advancing a culturalist model, our paper offers a practice-based perspective that foregrounds ambiguity, moral complexity and the emotional labour of ethical decision-making. We argue for moving beyond universalist paradigms towards dialogic and context-sensitive approaches to research ethics. The paper concludes with implications for researchers, ethics committees and institutions seeking to foster reflexive and decolonising practices in cross-cultural qualitative inquiry.

本文探讨了在有限的制度指导和全球伦理原则与当地道德期望之间的紧张关系的背景下，研究中国儿童的研究人员如何应对伦理挑战。通过与30名有儿童研究经验的中国参与者的对话焦点小组，我们将伦理概念化为一种情感、关系和制度条件下形成的伦理意识和实践的相互作用，而不是遵守规则。道德意识被理论化为在不确定的情况下识别和回应道德重要时刻的一种情境和关系能力。它通过犹豫、不适和谈判发展，特别是在程序框架和关系义务之间的道德双重约束中。我们的论文提供了一个基于实践的视角，而不是推进文化主义模型，它强调了模糊性、道德复杂性和伦理决策的情感劳动。我们主张超越普遍主义范式，转向对话和上下文敏感的研究伦理方法。本文最后对研究人员、伦理委员会和机构在跨文化定性研究中寻求促进反思性和非殖民化实践的启示。

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引用次数: 0

Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support 小学儿童情绪能力与身体活动：跨学习支持水平的比较研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-19 DOI: 10.1016/j.ijer.2025.102909

Filipa Antunes , Hélio Antunes , Ana Rodrigues , Bebiana Sabino , Sadaf Ashraf , Duarte Sousa , Joana Carvalho

Children's emotional development is a determining factor for their school success and overall well-being. Additionally, physical activity is recognized as a relevant contribution in promoting emotional self-regulation, self-esteem, and social inclusion. This aspect is especially important in the inclusive educational context, where it seeks to respond to the needs of students with learning difficulties through diversified support measures. The study aimed to analyse the relationship between differentiation and emotional identification indices and levels of physical activity in primary school children (ages 6–10). Three distinct groups were considered: students without Learning and Inclusion Support Measures (No-LISM), with Selective Learning and Inclusion Support Measures (S-LISM), and with Universal Learning and Inclusion Support Measures (U-LISM). The sample size consisted of 69 children (mean age = 814 ± 1.13 years). Data were collected on sports practice and physical activity using accelerometry, as well as emotional indices were collected through the Inventory of Identification of Emotions and Feelings. The results revealed statistically significant differences in emotional indices between the groups, with No-LISM students presenting higher levels of differentiation and emotional identification. In contrast, students with U-LISM demonstrated higher levels of moderate to vigorous physical activity. It is concluded that, although physical activity is important in the inclusive educational context, its associations on emotional development are not always consistent. These results suggest the need for more structured psychoeducational strategies to enhance the potential impact of physical activity on emotional development, particularly in students with greater support needs.

儿童的情感发展是他们学业成功和整体幸福的决定性因素。此外，体育活动被认为是促进情绪自我调节、自尊和社会包容的相关贡献。在全纳教育的背景下，这方面尤其重要，因为它寻求通过多样化的支持措施来回应有学习困难的学生的需求。本研究旨在分析6-10岁小学生分化、情绪认同指数与体育活动水平的关系。研究考虑了三个不同的群体：没有学习和包容支持措施的学生（No-LISM），有选择性学习和包容支持措施的学生（S-LISM），以及普遍学习和包容支持措施的学生（U-LISM）。样本量为69例儿童（平均年龄= 814±1.13岁）。采用加速度计法收集体育锻炼和体育活动数据，采用情绪感受识别量表收集情绪指标。结果显示，两组学生的情绪指数差异有统计学意义，非lism学生表现出更高水平的分化和情绪认同。相比之下，患有U-LISM的学生表现出更高水平的中度至剧烈体育活动。结论是，尽管体育活动在全纳教育背景下很重要，但其与情感发展的联系并不总是一致的。这些结果表明，需要更有条理的心理教育策略来增强体育活动对情感发展的潜在影响，特别是对那些需要更多支持的学生。

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引用次数: 0

Teacher educators’ sensitivity to bullying and its coverage in their teaching: A blind spot in bullying research 教师教育者对欺凌的敏感性及其在教学中的覆盖：欺凌研究的一个盲点

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-18 DOI: 10.1016/j.ijer.2025.102912

Antonia Paljakka , Christoph Burger

The role of teacher educators—professionals training future teachers—in bullying prevention has long been overlooked. This mixed-methods study surveyed 378 Austrian teacher educators (64 % female) to assess their sensitivity and teaching regarding bullying. The majority (77 %) showed sensitivity to bullying/non-bullying in the respective vignettes. Over 60 % reported covering bullying in their courses, mostly focusing on practical aspects. The factors that most influenced their coverage of bullying in their teaching were having experienced bullying, having completed anti-bullying training, and their thematic focus. These findings underscore the critical need for bullying education to be consistently integrated into teacher education programmes.

教师教育工作者——培养未来教师的专业人士——在预防欺凌方面的作用长期被忽视。这项混合方法研究调查了378名奥地利教师教育工作者（64%为女性），以评估他们对欺凌的敏感性和教学。大多数人（77%）在各自的小片段中对欺凌/非欺凌表现出敏感。超过60%的人表示在他们的课程中涉及欺凌行为，主要集中在实践方面。对教师在教学中涉及欺凌内容影响最大的因素是经历过欺凌、完成过反欺凌培训以及教师的主题重点。这些发现强调了将欺凌教育始终纳入教师教育计划的迫切需要。

引用次数: 0

Dynamic, anticipatory, and long-term future-oriented coping: how novice science teachers cope with workplace challenges 动态、预期和长期面向未来的应对：科学教师新手如何应对职场挑战

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-18 DOI: 10.1016/j.ijer.2025.102911

Xijing Wang , Hongbiao Yin

Novice science teachers, as a distinct group within the teaching profession, face unique and multifaceted challenges in the early stages of their careers. How they cope with these challenges in the workplace not only influences their teaching effectiveness and personal well-being but also has long-term implications for science education. After reviewing previous theoretical and empirical research on teachers’ coping, this study identified three key research gaps: the lack of attention to disciplinary contexts, the limitation in coping strategy classification, and the insufficient consideration of the theoretical basis of teachers’ coping. To address these gaps, the study explored the coping strategies of 13 novice science teachers in the workplace using a qualitative approach. Through thematic analysis, eight coping strategies were identified and classified into three categories: dynamic coping, anticipatory coping, and long-term future-oriented coping. These findings revealed that novice science teachers often adopted logical approaches to managing stress, shaped by their prior learning experiences and professional identities. Moreover, emotions played two distinct roles in their coping processes: an instrumental role and an ontological role, both influencing their coping goals and strategies. Implications for supporting novice science teachers, along with recommendations for schools and teacher education programs, are discussed.

科学教师新手作为教师职业中的一个独特群体，在其职业生涯的早期阶段面临着独特和多方面的挑战。他们如何在工作场所应对这些挑战，不仅影响他们的教学效果和个人福祉，而且对科学教育也有长期的影响。通过对以往教师应对理论和实证研究的梳理，本研究发现了三个主要的研究空白：缺乏对学科背景的关注、应对策略分类的局限性以及对教师应对理论基础的考虑不足。为了解决这些差距，本研究采用定性方法探讨了13名新入职科学教师的职场应对策略。通过主题分析，确定了8种应对策略，并将其分为动态应对、预期应对和面向长期未来的应对三类。这些发现表明，科学教师新手通常采用逻辑方法来管理压力，这是由他们之前的学习经历和职业身份形成的。此外，情绪在应对过程中扮演着工具性和本体论两种不同的角色，影响着他们的应对目标和策略。本文讨论了支持科学新手教师的意义，以及对学校和教师教育计划的建议。

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引用次数: 0

Education in place: Rural schools between local realities and Global horizons 教育到位：地方现实与全球视野之间的农村学校

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-16 DOI: 10.1016/j.ijer.2025.102893

Peter Erlandson, Ninni Wahlström, Anne Kjellsdotter, Ulrika Bossér

The aim of this article is to synthesise and advance current knowledge on the conditions and challenges of rural education in contemporary Sweden, with particular attention to how processes of digitalisation and globalisation shape educational practices and possibilities in rural communities. Drawing on qualitative data material, the study shows how place functions as an active force shaping educational opportunities: organisational closeness creates cohesion but also dependence, social embeddedness provides continuity yet limits aspirations, and geographical distance both constrains and stimulates innovation. Digitalisation appears as a pragmatic tool, a generational condition, and a structural response to isolation, offering new opportunities but also reinforcing inequalities when infrastructures fail. Culture is revealed as contested, oscillating between municipal strategies of high culture and families’ everyday practices that shape children’s belonging and place-based forms of belonging and recognition (Massey, 1994, 2017). Structural inequalities – of resources, geography, and technology – emerge as decisive conditions rather than temporary barriers. Using Massey’s relational notion of place, including her concepts of power-geometry and spatial divisions of labour (Massey, 1994), the study concludes that rural schools must be understood as situated arenas where local and global processes intersect.

本文的目的是综合和推进关于当代瑞典农村教育条件和挑战的现有知识，特别关注数字化和全球化进程如何塑造农村社区的教育实践和可能性。利用定性数据材料，该研究显示了地方作为塑造教育机会的积极力量是如何发挥作用的：组织的紧密性创造了凝聚力，但也产生了依赖性；社会的嵌入性提供了连续性，但限制了抱负；地理距离既限制又刺激了创新。数字化似乎是一种务实的工具，一种代际条件，也是对孤立的结构性回应，它提供了新的机会，但在基础设施失灵时也加剧了不平等。文化是有争议的，在高级文化的市政策略和家庭日常实践之间摇摆，这些实践塑造了儿童的归属感和基于地点的归属感和认可形式（Massey, 1994,2017）。资源、地理和技术的结构性不平等成为决定性的条件，而不是暂时的障碍。利用Massey关于地点的关系概念，包括她的权力几何和空间劳动分工的概念（Massey, 1994），该研究得出结论，农村学校必须被理解为地方和全球过程相交的场所。

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引用次数: 0

Beyond preference: Economic and contextual drivers of learning format choices 超越偏好：学习格式选择的经济和环境驱动因素

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-16 DOI: 10.1016/j.ijer.2025.102910

Gorgodze Sophia, Alagardashvili Shorena, Giunashvili Zakaria

The COVID-19 pandemic has transformed the landscape of education, accelerating the adoption of online and blended learning models. This study examines post-Soviet Georgia, where universities implemented online and blended learning solely as an emergency pandemic response, providing an opportunity to study initial digital learning exposure in a traditionally face-to-face system. Utilizing latent class analysis (LCA), the research explores how students’ experiences with online and blended learning during this period shaped their future preferences for learning formats.

In 2023, an online survey (N = 875) was conducted across seven universities in Georgia, followed by 14 student focus groups. The analysis identifies distinct student groups based on priorities such as learning quality, environment, social interaction, and affordability. Logistic regression and qualitative insights highlight key factors shaping preferences, including travel costs, home study conditions, digital literacy, and ICT experience.

The findings suggest that, contrary to global trends that mostly highlight high student satisfaction with blended learning, a majority of students in this higher education context continue to prefer face-to-face instruction. Blended and online formats are preferred primarily when tied to specific student needs, such as financial constraints or geographic accessibility.

Apart from the cost and flexibility, which drive a significant portion of students towards online and blended learning, a supportive home environment and strong academic performance during the pandemic also increase the preference for these formats.

These results underscore the need for traditional higher education systems to align their offerings with students' economic needs, thereby enhancing inclusivity and satisfaction in the post-pandemic era.

2019冠状病毒病大流行改变了教育格局，加速采用在线和混合学习模式。本研究考察了苏联解体后的格鲁吉亚，那里的大学仅将在线和混合学习作为紧急流行病应对措施，为研究传统面对面系统中的初始数字学习提供了机会。利用潜在类分析（LCA），研究探讨了学生在这一时期的在线和混合式学习经历如何影响他们未来对学习形式的偏好。2023年，一项在线调查（N = 875）在乔治亚州的七所大学进行，随后是14个学生焦点小组。该分析根据学习质量、环境、社会互动和负担能力等优先事项确定了不同的学生群体。逻辑回归和定性分析强调了影响偏好的关键因素，包括旅行成本、家庭学习条件、数字素养和信息通信技术经验。调查结果表明，与全球趋势相反，大多数学生对混合式学习的满意度很高，在这种高等教育背景下，大多数学生仍然喜欢面对面的教学。混合和在线形式主要是在与学生的特定需求相关联时，例如经济限制或地理可及性。除了促使很大一部分学生选择在线和混合学习的成本和灵活性外，在疫情期间，支持性的家庭环境和良好的学习成绩也增加了对这些形式的偏好。这些结果强调，传统高等教育系统需要使其提供的教育与学生的经济需求保持一致，从而在大流行后时代增强包容性和满意度。

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引用次数: 0

‘Immersion’ at the cultural interface: How one university-school-community partnership approaches decolonising teacher education 文化界面的“浸入式”：大学-学校-社区伙伴关系如何实现教师教育的非殖民化

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-14 DOI: 10.1016/j.ijer.2025.102867

Rose Amazan , Katherine Thompson , Aunty Maxine Ryan , Imogen Grant

In this paper, we discuss a university-school-community partnership model grounded in decolonial learning experiences that leverages local Aboriginal¹ community connections. We examine one community-led approach to teacher education that places initial teacher educators (ITE) in a position of relational accountability to Country and the community whose sovereign lands they live and learn on. The paper presents data from the Master of Teaching Aboriginal Education Immersion Program (2021–2023) aiming to address the historical and ongoing impacts of colonisation in education and create a more culturally responsive and equitable schooling experience for all children. We demonstrate that allied work with Aboriginal community built on respect and reciprocity has enriched the learning experiences for all involved, represents a successful example of decolonisation and relationally responsive work at the Cultural Interface, and has the potential for enabling self-determination.

在本文中，我们讨论了一种基于非殖民化学习经验的大学-学校-社区合作模式，该模式利用了当地土著社区的联系。我们研究了一种社区主导的教师教育方法，该方法将初级教师教育工作者（ITE）置于对他们生活和学习的主权土地上的国家和社区的关系问责的位置。本文介绍了土著教育浸入式教学硕士项目（2021-2023）的数据，旨在解决殖民对教育的历史和持续影响，并为所有儿童创造更具文化响应性和公平的学校教育体验。我们证明，建立在尊重和互惠基础上的与土著社区的联合工作丰富了所有参与者的学习经验，代表了非殖民化和文化界面关系响应工作的成功范例，并具有实现自决的潜力。

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引用次数: 0

Fostering EFL pre-service teachers’ language activism in Türkiye 培养我国英语职前教师的语言积极性

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-13 DOI: 10.1016/j.ijer.2025.102904

Ayşe Kızıldağ , Amber N. Warren

This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, we analyzed role-play videos, reflective reports, and focus group interviews from fifteen pre-service teachers enrolled in a Language and Society course. Findings center around three key themes. First, pre-service teachers developed awareness of linguistic hierarchies and power structures embedded in Turkish society and schools, questioning standard language ideologies and dominant accents. Second, they navigated tensions and ambiguities surrounding multilingualism, working to reconcile their emerging awareness with societal and institutional pressures and expectations. Third, role-play functioned as a rehearsal space for critical engagement, supporting participants’ perspective-taking with marginalized linguistic identities and beginning to develop orientations toward advocacy. Findings suggest that incorporating such tasks into preservice teacher education can support teachers’ development as critically aware, socially engaged educators who can navigate complex sociolinguistic landscapes and develop readiness for advocating for linguistic diversity in their future teaching practice.

本研究考察了日本的英语作为外语（EFL）职前教师如何通过基于场景的角色扮演和批判性反思活动，培养批判性多语言意识（CMLA），作为未来语言行动主义的基础。我们探讨了参与这些体验式教学任务如何培养对语言等级、权力关系和倡导取向的认识。使用反身性主题分析，我们分析了15名参加语言与社会课程的职前教师的角色扮演视频、反思性报告和焦点小组访谈。调查结果围绕着三个关键主题。首先，职前教师培养了对土耳其社会和学校中嵌入的语言等级和权力结构的意识，质疑标准的语言意识形态和主流口音。其次，他们应对多语言使用带来的紧张和模糊，努力使自己的新意识与社会和制度的压力和期望相协调。第三，角色扮演作为批判性参与的预演空间，支持参与者以边缘化的语言身份进行换位思考，并开始发展倡导的方向。研究结果表明，将这些任务纳入职前教师教育可以支持教师发展为具有批判性意识的社会参与教育工作者，他们可以驾驭复杂的社会语言学景观，并为在未来的教学实践中倡导语言多样性做好准备。

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引用次数: 0

Does motivation towards science mediate the relationship between parental support and adolescent science achievement? A comparison of two countries 科学动机是否在父母支持与青少年科学成就之间起到中介作用？两个国家的比较

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-12 DOI: 10.1016/j.ijer.2025.102903

Pey-Yan Liou , Ssu-Ching Huang , Eunjung Myoung , Sufen Chen

This study explored the mediating role of motivation towards science and the moderating role of cultures in the relationship between parental support and adolescent science achievement. We conducted a moderated mediation analysis of the 2015 Programme of International Student Assessment data from Korea (n = 5581) and the United States (n = 5712). The results imply that culture moderated the effects of parental support on students’ science motivation and achievement: the predictive effect of parental support on intrinsic motivation was stronger in Korea than in the United States, and parental support significantly predicted higher science achievement in Korea but not in the United States. Furthermore, adolescents’ motivation towards science mediated the relationship between parental support and science achievement. The study sheds light on different mechanisms underlying parental support, adolescents’ motivation towards science, and science achievement. The findings also highlight the need to consider adolescents’ motivation towards science when explaining the effect of parental support on their science performance. Finally, the findings advance motivational theories, particularly in the science education field.

本研究探讨了科学动机在父母支持与青少年科学成就关系中的中介作用和文化的调节作用。我们对来自韩国（n = 5581）和美国（n = 5712）的2015年国际学生评估项目数据进行了适度的中介分析。研究结果表明，文化调节了父母支持对学生科学动机和成就的影响：父母支持对学生内在动机的预测效应在韩国强于美国，父母支持对学生科学成就的预测显著高于美国。此外，青少年的科学动机在父母支持与科学成就的关系中起中介作用。该研究揭示了父母支持、青少年科学动机和科学成就背后的不同机制。研究结果还强调，在解释父母支持对青少年科学表现的影响时，需要考虑青少年对科学的动机。最后，这些发现推动了动机理论，特别是在科学教育领域。

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引用次数: 0