Pub Date : 2025-12-23DOI: 10.1016/j.ijer.2025.102918
Tevfik Palaz , Gökhan Savaş , Fatih Aydın , Osman Çepni , Ali Çağatay Kılınç
This study examines the empirical relationships between leader-member exchange and the psychological well-being of teachers, with the mediation of teacher resilience and teacher work engagement. Survey data were collected from 504 teachers working in schools affected by the February 2023 earthquakes in southeastern Türkiye and analysed using confirmatory factor analysis and structural equation modelling. The results revealed that leader-member exchange is directly linked to teacher well-being and indirectly via teacher resilience and work engagement. Our findings offer critical insights into how relational dynamics between principals and teachers influence teacher well-being in disaster-affected educational settings. We provide implications for policy and practice.
{"title":"Supporting teacher well-being in post-earthquake southeastern Türkiye: The role of leader-member exchange, teacher resilience, and teacher work engagement","authors":"Tevfik Palaz , Gökhan Savaş , Fatih Aydın , Osman Çepni , Ali Çağatay Kılınç","doi":"10.1016/j.ijer.2025.102918","DOIUrl":"10.1016/j.ijer.2025.102918","url":null,"abstract":"<div><div>This study examines the empirical relationships between leader-member exchange and the psychological well-being of teachers, with the mediation of teacher resilience and teacher work engagement. Survey data were collected from 504 teachers working in schools affected by the February 2023 earthquakes in southeastern Türkiye and analysed using confirmatory factor analysis and structural equation modelling. The results revealed that leader-member exchange is directly linked to teacher well-being and indirectly via teacher resilience and work engagement. Our findings offer critical insights into how relational dynamics between principals and teachers influence teacher well-being in disaster-affected educational settings. We provide implications for policy and practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102918"},"PeriodicalIF":2.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840869","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}
Pub Date : 2025-12-23DOI: 10.1016/j.ijer.2025.102916
André Fabrício P. Cruz , Wille Dingsor S. Pereira , Natália G. Ribeiro , Jaciara N. Sousa , Mônica Thaís S. Macedo , Thais de Oliveira F. Baldo , Marcelo P. Baldo
Anxiety has emerged as a major mental health concern among university students worldwide, with important implications for academic engagement, learning processes, and quality of life (QoL). Academic demands, socioeconomic vulnerability, and health-related factors are key determinants of anxiety symptoms in higher education contexts. This study aimed to evaluate the association between anxiety symptoms and QoL among Brazilian university students. A cross-sectional analytical study was conducted with 1616 undergraduate students enrolled in higher education institutions in Montes Claros (Minas Gerais) and Guanambi (Bahia), Brazil. Anxiety symptoms were assessed using the Generalized Anxiety Disorder 7-item scale (GAD-7), and QoL was measured with the EUROHIS-QOL-8 index. Multiple linear regression models were applied to examine the association between anxiety and QoL, adjusting for sociodemographic, clinical, and behavioral variables. The prevalence of anxiety symptoms was markedly higher among women than among men. Anxiety scores were negatively correlated with all QoL domains. Students in the highest anxiety quartile exhibited significantly lower QoL scores across all domains, particularly regarding satisfaction with health, energy for daily activities, and self-satisfaction. These associations remained robust after multivariable adjustment. In conclusion, anxiety symptoms were highly prevalent among university students and independently associated with poorer QoL. Beyond immediate effects on well-being, academic anxiety may compromise concentration, academic performance, persistence in higher education, and the development of professional skills, potentially affecting future employability and career trajectories. These findings highlight the need for preventive mental health strategies and institutional support programs within higher education to promote student well-being, academic success, and long-term professional development.
焦虑已成为全球大学生的主要心理健康问题，对学术参与、学习过程和生活质量（QoL）有着重要影响。学业需求、社会经济脆弱性和健康相关因素是高等教育背景下焦虑症状的关键决定因素。本研究旨在评估巴西大学生焦虑症状与生活质量的关系。对巴西蒙特斯克拉罗斯（米纳斯吉拉斯州）和瓜南比（巴伊亚州）高等教育机构的1616名本科生进行了横断面分析研究。使用广泛性焦虑障碍7项量表（GAD-7）评估焦虑症状，使用eurohs - QoL -8指数测量生活质量。采用多元线性回归模型检验焦虑与生活质量之间的关系，调整社会人口统计学、临床和行为变量。焦虑症状在女性中的流行率明显高于男性。焦虑评分与生活质量各域呈负相关。焦虑程度最高的四分位数学生在所有领域的生活质量得分都明显较低，尤其是在健康满意度、日常活动精力和自我满意度方面。在多变量调整后，这些关联仍然很强。综上所述，焦虑症状在大学生中非常普遍，并且与较差的生活质量独立相关。除了对幸福感的直接影响外，学业焦虑还可能影响注意力、学习成绩、高等教育的坚持和专业技能的发展，潜在地影响未来的就业能力和职业轨迹。这些发现强调了预防性心理健康策略和高等教育机构支持计划的必要性，以促进学生的健康、学业成功和长期的专业发展。
{"title":"Anxiety in the academic environment: impacts on quality of life and well-being of university students","authors":"André Fabrício P. Cruz , Wille Dingsor S. Pereira , Natália G. Ribeiro , Jaciara N. Sousa , Mônica Thaís S. Macedo , Thais de Oliveira F. Baldo , Marcelo P. Baldo","doi":"10.1016/j.ijer.2025.102916","DOIUrl":"10.1016/j.ijer.2025.102916","url":null,"abstract":"<div><div>Anxiety has emerged as a major mental health concern among university students worldwide, with important implications for academic engagement, learning processes, and quality of life (QoL). Academic demands, socioeconomic vulnerability, and health-related factors are key determinants of anxiety symptoms in higher education contexts. This study aimed to evaluate the association between anxiety symptoms and QoL among Brazilian university students. A cross-sectional analytical study was conducted with 1616 undergraduate students enrolled in higher education institutions in Montes Claros (Minas Gerais) and Guanambi (Bahia), Brazil. Anxiety symptoms were assessed using the Generalized Anxiety Disorder 7-item scale (GAD-7), and QoL was measured with the EUROHIS-QOL-8 index. Multiple linear regression models were applied to examine the association between anxiety and QoL, adjusting for sociodemographic, clinical, and behavioral variables. The prevalence of anxiety symptoms was markedly higher among women than among men. Anxiety scores were negatively correlated with all QoL domains. Students in the highest anxiety quartile exhibited significantly lower QoL scores across all domains, particularly regarding satisfaction with health, energy for daily activities, and self-satisfaction. These associations remained robust after multivariable adjustment. In conclusion, anxiety symptoms were highly prevalent among university students and independently associated with poorer QoL. Beyond immediate effects on well-being, academic anxiety may compromise concentration, academic performance, persistence in higher education, and the development of professional skills, potentially affecting future employability and career trajectories. These findings highlight the need for preventive mental health strategies and institutional support programs within higher education to promote student well-being, academic success, and long-term professional development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102916"},"PeriodicalIF":2.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840870","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}
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。
{"title":"Understanding the impact of social exclusion on exercise behavior: exploring mediating and moderating mechanisms among college students","authors":"Yanni Zhang , Heng Gao , Xinguo Yuan , Changfang Wang","doi":"10.1016/j.ijer.2025.102883","DOIUrl":"10.1016/j.ijer.2025.102883","url":null,"abstract":"<div><div>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), <em>p</em> < 0.001. Social support played a mediating role and was totally mediated, β (0.36), <em>p</em> < 0.001. Self-esteem declined as a result of social exclusion, β (-0.38), <em>p</em> < 0.001, and this decline caused reductions in exercise levels. Campus social climate had a direct effect on campus social climate, β (0.33), <em>p</em> < 0.005, and supported group climate in decreasing social exclusion effects, as well as participating in group exercise, β (0.40), <em>p</em> < 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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102883"},"PeriodicalIF":2.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840868","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}
Pub Date : 2025-12-19DOI: 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.
{"title":"Doing ethics without a ‘Map’: How Chinese researchers develop ethical awareness in research with children","authors":"Kaidong Guo , Yan Zhu , Jie Gao , Yuwei Xu , Yuchen Wang , Xiao Qu","doi":"10.1016/j.ijer.2025.102914","DOIUrl":"10.1016/j.ijer.2025.102914","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102914"},"PeriodicalIF":2.5,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798495","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}
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.
{"title":"Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support","authors":"Filipa Antunes , Hélio Antunes , Ana Rodrigues , Bebiana Sabino , Sadaf Ashraf , Duarte Sousa , Joana Carvalho","doi":"10.1016/j.ijer.2025.102909","DOIUrl":"10.1016/j.ijer.2025.102909","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102909"},"PeriodicalIF":2.5,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798494","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}
Pub Date : 2025-12-18DOI: 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.
{"title":"Teacher educators’ sensitivity to bullying and its coverage in their teaching: A blind spot in bullying research","authors":"Antonia Paljakka , Christoph Burger","doi":"10.1016/j.ijer.2025.102912","DOIUrl":"10.1016/j.ijer.2025.102912","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102912"},"PeriodicalIF":2.5,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798490","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}
Pub Date : 2025-12-18DOI: 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.
{"title":"Dynamic, anticipatory, and long-term future-oriented coping: how novice science teachers cope with workplace challenges","authors":"Xijing Wang , Hongbiao Yin","doi":"10.1016/j.ijer.2025.102911","DOIUrl":"10.1016/j.ijer.2025.102911","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102911"},"PeriodicalIF":2.5,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798492","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}
Pub Date : 2025-12-16DOI: 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.
{"title":"Education in place: Rural schools between local realities and Global horizons","authors":"Peter Erlandson, Ninni Wahlström, Anne Kjellsdotter, Ulrika Bossér","doi":"10.1016/j.ijer.2025.102893","DOIUrl":"10.1016/j.ijer.2025.102893","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102893"},"PeriodicalIF":2.5,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798489","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 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.
{"title":"Beyond preference: Economic and contextual drivers of learning format choices","authors":"Gorgodze Sophia, Alagardashvili Shorena, Giunashvili Zakaria","doi":"10.1016/j.ijer.2025.102910","DOIUrl":"10.1016/j.ijer.2025.102910","url":null,"abstract":"<div><div>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.</div><div>In 2023, an online survey (<em>N</em> = 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.</div><div>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.</div><div>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.</div><div>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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102910"},"PeriodicalIF":2.5,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798493","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}
Pub Date : 2025-12-14DOI: 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.
{"title":"‘Immersion’ at the cultural interface: How one university-school-community partnership approaches decolonising teacher education","authors":"Rose Amazan , Katherine Thompson , Aunty Maxine Ryan , Imogen Grant","doi":"10.1016/j.ijer.2025.102867","DOIUrl":"10.1016/j.ijer.2025.102867","url":null,"abstract":"<div><div>In this paper, we discuss a university-school-community partnership model grounded in decolonial learning experiences that leverages local Aboriginal<span><span><sup>1</sup></span></span> 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.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102867"},"PeriodicalIF":2.5,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798488","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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