Pub Date : 2026-01-01Epub Date: 2026-01-16DOI: 10.1016/j.ijer.2026.102951
Christoph Helm , Loredana Mihalca , Cornelia S. Große
The study aimed to examine whether perceived competence and self-efficacy are empirically distinct constructs, and to test their mediating effects for the relationship between age and prior knowledge on the one hand, and performance and perceived task difficulty during post-test on the other hand. Furthermore, the effects of different types of instructional control on these relationships were investigated. A sample of 261 high school and college students participated in a pre-post-test experimental design with four instructional control conditions (full learner control, limited learner control, adaptive program control, and non-adaptive program control). Results indicated that perceived competence and self-efficacy are distinct constructs and both mediate the relationships between learner characteristics (age, prior knowledge) and outcome measures (performance, perceived task difficulty during post-test). However, no significant differences were found in these relationships across different instructional control conditions. These findings emphasize the importance of distinguishing between perceived competence and self-efficacy in educational settings and highlight their specific mediating roles in the relationship between learner characteristics and outcomes.
{"title":"Impact of age and prior knowledge on performance and perceived task difficulty: The role of perceived competence and self-efficacy","authors":"Christoph Helm , Loredana Mihalca , Cornelia S. Große","doi":"10.1016/j.ijer.2026.102951","DOIUrl":"10.1016/j.ijer.2026.102951","url":null,"abstract":"<div><div>The study aimed to examine whether perceived competence and self-efficacy are empirically distinct constructs, and to test their mediating effects for the relationship between age and prior knowledge on the one hand, and performance and perceived task difficulty during post-test on the other hand. Furthermore, the effects of different types of instructional control on these relationships were investigated. A sample of 261 high school and college students participated in a pre-post-test experimental design with four instructional control conditions (full learner control, limited learner control, adaptive program control, and non-adaptive program control). Results indicated that perceived competence and self-efficacy are distinct constructs and both mediate the relationships between learner characteristics (age, prior knowledge) and outcome measures (performance, perceived task difficulty during post-test). However, no significant differences were found in these relationships across different instructional control conditions. These findings emphasize the importance of distinguishing between perceived competence and self-efficacy in educational settings and highlight their specific mediating roles in the relationship between learner characteristics and outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102951"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978875","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 : 2026-01-01Epub Date: 2026-01-15DOI: 10.1016/j.ijer.2026.102945
Ambrose T. Kessy
This article examines a decade of changes in academic freedom in Tanzania, highlighting the impact of legal frameworks and executive appointments on university life. Employing an explanatory sequential mixed-methods design, the study integrates disaggregated Academic Freedom Index (AFI) time-series data (2014–2024) with twenty purposively sampled interviews, forty-two statutory instruments, and a log of campus incidents. Quantitatively, Tanzania’s aggregate AFI decreased from 0.46 in 2014 to 0.26 under President John Magufuli, before rising to 0.31 during the initial three years of President Samia Suluhu Hassan. This recovery is inconsistent: scores for institutional autonomy and campus integrity remain nearly unchanged, indicating the persistence of an “architecture of constraint” established through the Cybercrimes Act, the amended Statistics Act, licensing fees, and sporadic security interventions. Qualitative evidence elucidates the fragility of these headline gains. The presidential appointment of vice-chancellors, council chairs, and deputies centralizes decision-making, transforming senate deliberations into the transmission of government directives. Academics respond with anticipatory self-censorship, topic avoidance, and offshore data analysis - adaptations not captured by cross-national indices. This configuration aligns with V-Dem’s concept of a hybrid “floating regime”: modest liberalization of expression coexists with entrenched informal coercion. The article contributes to competitive-authoritarianism theory by illustrating that aggregate freedom scores can increase while organizational autonomy remains stagnant. It concludes that enduring improvement necessitates two structural reforms: (i) constitutional entrenchment of academic freedom, and (ii) the establishment of an independent higher-education ombudsman. Implemented together, these safeguards could transform Tanzania’s tentative opening into a resilient rights architecture and provide replicable templates for East Africa.
{"title":"Negotiating intellectual space: Academic freedom in Tanzania from the Magufuli era to the present","authors":"Ambrose T. Kessy","doi":"10.1016/j.ijer.2026.102945","DOIUrl":"10.1016/j.ijer.2026.102945","url":null,"abstract":"<div><div>This article examines a decade of changes in academic freedom in Tanzania, highlighting the impact of legal frameworks and executive appointments on university life. Employing an explanatory sequential mixed-methods design, the study integrates disaggregated Academic Freedom Index (AFI) time-series data (2014–2024) with twenty purposively sampled interviews, forty-two statutory instruments, and a log of campus incidents. Quantitatively, Tanzania’s aggregate AFI decreased from 0.46 in 2014 to 0.26 under President John Magufuli, before rising to 0.31 during the initial three years of President Samia Suluhu Hassan. This recovery is inconsistent: scores for institutional autonomy and campus integrity remain nearly unchanged, indicating the persistence of an “architecture of constraint” established through the Cybercrimes Act, the amended Statistics Act, licensing fees, and sporadic security interventions. Qualitative evidence elucidates the fragility of these headline gains. The presidential appointment of vice-chancellors, council chairs, and deputies centralizes decision-making, transforming senate deliberations into the transmission of government directives. Academics respond with anticipatory self-censorship, topic avoidance, and offshore data analysis - adaptations not captured by cross-national indices. This configuration aligns with V-Dem’s concept of a hybrid “floating regime”: modest liberalization of expression coexists with entrenched informal coercion. The article contributes to competitive-authoritarianism theory by illustrating that aggregate freedom scores can increase while organizational autonomy remains stagnant. It concludes that enduring improvement necessitates two structural reforms: (i) constitutional entrenchment of academic freedom, and (ii) the establishment of an independent higher-education ombudsman. Implemented together, these safeguards could transform Tanzania’s tentative opening into a resilient rights architecture and provide replicable templates for East Africa.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102945"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978851","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 : 2026-01-01Epub Date: 2026-02-16DOI: 10.1016/j.ijer.2026.102963
Mi Tang , Kit-Ling Lau , Yiran Du
Dialogic reading (DR) is a well-established reading intervention that fosters children’s reading development; yet, its effects across multiple dimensions of reading literacy and the sources of variability in effect sizes have not been systematically evaluated. Based on a holistic reading literacy framework, this study synthesized post-Whitehurst DR interventions (2000–2025) on children’s reading literacy development from preschool to primary school using a three-level mixed-effects model. Pooling 260 effect sizes from 64 studies involving 10,463 typically developing children, the findings indicated that the model produced a significant overall effect on reading literacy (g = 0.76), with substantial between-study and within-study heterogeneity. The domain-specific models reported large effects on decoding (g = 1.10) and comprehension (g = 0.74), medium effects on response (g = 0.50), and large but inconclusive effects on motivation (g = 2.72). Moderator analyses identified age and measurement type as robust sources of variation, with smaller effects observed for standardized assessments and younger children. The study’s findings support the idea that DR has positive impacts on a broad bandwidth of reading literacy, while highlighting developmental readiness and assessment sensitivity as key considerations for research and practice.
{"title":"Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025","authors":"Mi Tang , Kit-Ling Lau , Yiran Du","doi":"10.1016/j.ijer.2026.102963","DOIUrl":"10.1016/j.ijer.2026.102963","url":null,"abstract":"<div><div>Dialogic reading (DR) is a well-established reading intervention that fosters children’s reading development; yet, its effects across multiple dimensions of reading literacy and the sources of variability in effect sizes have not been systematically evaluated. Based on a holistic reading literacy framework, this study synthesized post-Whitehurst DR interventions (2000–2025) on children’s reading literacy development from preschool to primary school using a three-level mixed-effects model. Pooling 260 effect sizes from 64 studies involving 10,463 typically developing children, the findings indicated that the model produced a significant overall effect on reading literacy (<em>g</em> = 0.76), with substantial between-study and within-study heterogeneity. The domain-specific models reported large effects on decoding (<em>g</em> = 1.10) and comprehension (<em>g</em> = 0.74), medium effects on response (<em>g</em> = 0.50), and large but inconclusive effects on motivation (<em>g</em> = 2.72). Moderator analyses identified age and measurement type as robust sources of variation, with smaller effects observed for standardized assessments and younger children. The study’s findings support the idea that DR has positive impacts on a broad bandwidth of reading literacy, while highlighting developmental readiness and assessment sensitivity as key considerations for research and practice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102963"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397114","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 : 2026-01-01Epub Date: 2026-03-03DOI: 10.1016/j.ijer.2026.102971
Tin Maung Htwe
This study argues that post-coup alternative higher education institutions in Myanmar function not as temporary educational substitutes but as intentional democratic projects that cultivate critical consciousness. Those institutions reclaim pedagogical sovereignty, and disseminate a new social imaginary of a federal, democratic Myanmar. The 2021 military coup precipitated a profound institutional rupture, with the junta systematically targeting higher education to suppress dissent and monopolize ideological reproduction. In response, the Civil Disobedience Movement (CDM) has catalyzed the emergence of grassroots alternative educational institutions, prompting diverse forms of civic resistance through the creation of autonomous counter-institutions.
This paper applies Freire’s critical pedagogy, together with Berdahl’s concept of the social production of space and Taylor’s social imaginaries, to examine how these spaces function. Drawing on 50 in-depth interviews and institutional document analysis, the study examines Spring University Myanmar (SUM) as a decentralized digital learning network and Karenni National College (KnNC) as an emergent, community-embedded ethnic institution. The paper demonstrates how these institutions cultivate critical consciousness, reclaim pedagogical sovereignty in digital and territorial spaces, and disseminate a new social imaginary of a federal, democratic Myanmar. Despite severe constraints, they represent a fundamental contest between authoritarian coercion and democratic participation to serve as crucial incubators for the norms and citizens of a future legitimate state.
{"title":"Pedagogies of resistance: How alternative higher education institutions in post-coup Myanmar are cultivating democratic citizenship","authors":"Tin Maung Htwe","doi":"10.1016/j.ijer.2026.102971","DOIUrl":"10.1016/j.ijer.2026.102971","url":null,"abstract":"<div><div>This study argues that post-coup alternative higher education institutions in Myanmar function not as temporary educational substitutes but as intentional democratic projects that cultivate critical consciousness. Those institutions reclaim pedagogical sovereignty, and disseminate a new social imaginary of a federal, democratic Myanmar. The 2021 military coup precipitated a profound institutional rupture, with the junta systematically targeting higher education to suppress dissent and monopolize ideological reproduction. In response, the Civil Disobedience Movement (CDM) has catalyzed the emergence of grassroots alternative educational institutions, prompting diverse forms of civic resistance through the creation of autonomous counter-institutions.</div><div>This paper applies Freire’s critical pedagogy, together with Berdahl’s concept of the social production of space and Taylor’s social imaginaries, to examine how these spaces function. Drawing on 50 in-depth interviews and institutional document analysis, the study examines Spring University Myanmar (SUM) as a decentralized digital learning network and Karenni National College (KnNC) as an emergent, community-embedded ethnic institution. The paper demonstrates how these institutions cultivate critical consciousness, reclaim pedagogical sovereignty in digital and territorial spaces, and disseminate a new social imaginary of a federal, democratic Myanmar. Despite severe constraints, they represent a fundamental contest between authoritarian coercion and democratic participation to serve as crucial incubators for the norms and citizens of a future legitimate state.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102971"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397117","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 : 2026-01-01Epub Date: 2025-12-24DOI: 10.1016/j.ijer.2025.102922
Hadar Kimchi-Yahav , Or Perah Midbar Alter , Dorit Roer-Strier , Edith Blit-Cohen
This paper examines the relationship between the The Hebrew University of Jerusalem and the "Diversity Kindergarten", a kindergarten located on its campus. It explores how collaboration between these two institutions influences their practices and creates shared spaces for innovation, inclusion and mutual growth. Using qualitative methods such as interviews, focus groups and participatory approaches, the study captures the voices of 40 participants, children, parents, kindergarten staff, students and university staff.
The findings highlight three central themes: (1) participants’ views on the concept of a community of concern, (2) the negotiation of power relations, conflict and diversity, and (3) participants’ perspectives on the partnership between the kindergarten and the university. These thematic insights were accompanied by tangible outcomes, such as policy changes that recognised children as community members; intercultural practices, including celebrating different holidays, fostering inclusion and mutual learning; and ongoing dialogue between the kindergarten and the university that reshaped attitudes toward diversity and collaboration.
The findings also reveal that the context-informed model (Roer-Strier and Nadan, 2020), which focuses on understanding the contexts affecting community life, particularly among marginalised populations, serves as a framework for supporting local and indigenous contexts while building a community of concern. While the collaboration highlights significant opportunities for innovation and inclusion, it also reveals challenges such as cultural differences and unequal power dynamics. This study provides valuable insights into the potential of university–school–community partnerships to promote sustainable, inclusive and transformative educational experiences.
{"title":"Educating for hope: University-kindergarten -community partnership","authors":"Hadar Kimchi-Yahav , Or Perah Midbar Alter , Dorit Roer-Strier , Edith Blit-Cohen","doi":"10.1016/j.ijer.2025.102922","DOIUrl":"10.1016/j.ijer.2025.102922","url":null,"abstract":"<div><div>This paper examines the relationship between the The Hebrew University of Jerusalem and the \"Diversity Kindergarten\", a kindergarten located on its campus. It explores how collaboration between these two institutions influences their practices and creates shared spaces for innovation, inclusion and mutual growth. Using qualitative methods such as interviews, focus groups and participatory approaches, the study captures the voices of 40 participants, children, parents, kindergarten staff, students and university staff.</div><div>The findings highlight three central themes: (1) participants’ views on the concept of a community of concern, (2) the negotiation of power relations, conflict and diversity, and (3) participants’ perspectives on the partnership between the kindergarten and the university. These thematic insights were accompanied by tangible outcomes, such as policy changes that recognised children as community members; intercultural practices, including celebrating different holidays, fostering inclusion and mutual learning; and ongoing dialogue between the kindergarten and the university that reshaped attitudes toward diversity and collaboration.</div><div>The findings also reveal that the context-informed model (Roer-Strier and Nadan, 2020), which focuses on understanding the contexts affecting community life, particularly among marginalised populations, serves as a framework for supporting local and indigenous contexts while building a community of concern. While the collaboration highlights significant opportunities for innovation and inclusion, it also reveals challenges such as cultural differences and unequal power dynamics. This study provides valuable insights into the potential of university–school–community partnerships to promote sustainable, inclusive and transformative educational experiences.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102922"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840866","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 : 2026-01-01Epub Date: 2025-12-31DOI: 10.1016/j.ijer.2025.102927
Anneleis Humphries , M. Toscano , S. Arndt
Young people today are in a constant state of becoming, yet in an individualised world, their complex interactions with peers are often overlooked. This paper draws on the concepts of hope, being-in-progress, and Othering to illuminate the relational and collective aspects of young people’s agency and actions, challenging the individualised focus of previous research into youth aspirations.
This paper examines the aspirations and sense of agency for societal change of 80 students aged 12 to 15 across three Australian schools (rural, semi-rural, and urban). Examining these schools as a microcosm of society, this research examines the reciprocal relationship between young people and their school environments, highlighting its effect on young people’s engagement with social change.
Workshops combining individual reflection and collective dialogue enabled participants to explore how they might collaboratively enact societal change, offering insights into their sense of agency and strategies for navigating challenges. Findings reveal that young people's aspirations for societal change are inseparable from their conceptualisations of society, their relationships with others, and their evolving sense of self. This dynamic interplay between identity formation and collective agency drives societal change and is explored using a unique theoretical dialogue between hope, being-in-progress, and Othering.
This paper argues cultivating participatory cultures within the school community can support both collective agency and individual identity formation, offering fresh insights for educators and policymakers to nurture young people's agency and support youth-led initiatives in their local and global communities.
{"title":"Becoming-with-others: Young people's aspirations for social change in the context of community","authors":"Anneleis Humphries , M. Toscano , S. Arndt","doi":"10.1016/j.ijer.2025.102927","DOIUrl":"10.1016/j.ijer.2025.102927","url":null,"abstract":"<div><div>Young people today are in a constant state of becoming, yet in an individualised world, their complex interactions with peers are often overlooked. This paper draws on the concepts of hope, being-in-progress, and Othering to illuminate the relational and collective aspects of young people’s agency and actions, challenging the individualised focus of previous research into youth aspirations.</div><div>This paper examines the aspirations and sense of agency for societal change of 80 students aged 12 to 15 across three Australian schools (rural, semi-rural, and urban). Examining these schools as a microcosm of society, this research examines the reciprocal relationship between young people and their school environments, highlighting its effect on young people’s engagement with social change.</div><div>Workshops combining individual reflection and collective dialogue enabled participants to explore how they might collaboratively enact societal change, offering insights into their sense of agency and strategies for navigating challenges. Findings reveal that young people's aspirations for societal change are inseparable from their conceptualisations of society, their relationships with others, and their evolving sense of self. This dynamic interplay between identity formation and collective agency drives societal change and is explored using a unique theoretical dialogue between hope, being-in-progress, and Othering.</div><div>This paper argues cultivating participatory cultures within the school community can support both collective agency and individual identity formation, offering fresh insights for educators and policymakers to nurture young people's agency and support youth-led initiatives in their local and global communities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102927"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883961","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 : 2026-01-01Epub Date: 2025-12-06DOI: 10.1016/j.ijer.2025.102892
Jie Xu, Yuxiao Jiang, Kun Dai
Under the Belt and Road Initiative (BRI), China is positioning itself as a potential leading regional hub for international education. However, limited empirical research has examined how students from BRI countries experience and respond to international education shaped by BRI regional imaginaries in China. Drawing on interviews with 28 international students from BRI countries, this qualitative study employs theories of imaginaries and reflexivity to investigate how their learning experiences were shaped by BRI regional imaginaries and how they exercised reflexive agency in their responses. The analysis identified two intersecting imaginaries: a unidirectional regional imaginary, evident in the promotion of China’s greatness in cultural courses, co-curricular tours and an everyday emphasis on China’s economic productivity; and a connective regional imaginary, emerging through reciprocal exchanges in specialised programmes, business cooperation and experiential learning. Students’ reflexive responses ranged from reinforcement and instrumentalisation to contestation and transformation; however, all remained constrained by the dominance of the unidirectional imaginary, ultimately limiting epistemic diversity and prospects for shared regional development. The study calls for more reciprocal and equitable approaches to international education and contributes to the theorisation of host-country expectations and student agency in the BRI regional context.
{"title":"Regional imaginary meets individual reflexivity: International student learning experiences under the belt and road initiative in China","authors":"Jie Xu, Yuxiao Jiang, Kun Dai","doi":"10.1016/j.ijer.2025.102892","DOIUrl":"10.1016/j.ijer.2025.102892","url":null,"abstract":"<div><div>Under the Belt and Road Initiative (BRI), China is positioning itself as a potential leading regional hub for international education. However, limited empirical research has examined how students from BRI countries experience and respond to international education shaped by BRI regional imaginaries in China. Drawing on interviews with 28 international students from BRI countries, this qualitative study employs theories of imaginaries and reflexivity to investigate how their learning experiences were shaped by BRI regional imaginaries and how they exercised reflexive agency in their responses. The analysis identified two intersecting imaginaries: <em>a unidirectional regional imaginary</em>, evident in the promotion of China’s greatness in cultural courses, co-curricular tours and an everyday emphasis on China’s economic productivity; and <em>a connective regional imaginary</em>, emerging through reciprocal exchanges in specialised programmes, business cooperation and experiential learning. Students’ reflexive responses ranged from reinforcement and instrumentalisation to contestation and transformation; however, all remained constrained by the dominance of the unidirectional imaginary, ultimately limiting epistemic diversity and prospects for shared regional development. The study calls for more reciprocal and equitable approaches to international education and contributes to the theorisation of host-country expectations and student agency in the BRI regional context.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102892"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750255","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}
In the contemporary education system, educators assume a key role in shaping the cognitive, emotional, and social development of students. The multifaceted nature of their responsibilities, spanning instructional delivery, student engagement, and comprehensive classroom management, exposes teachers to a range of stressors with potential contributions to burnout. Recognizing the impact of burnout is crucial for both teachers' well-being and the guidance they provide to students. Burnout has the potential to hinder teachers' effectiveness, thereby affecting the quality of instruction and students' learning experiences. An exploration of the connections between emotional intelligence and burnout reveals how teachers' emotional abilities shape their resilience amid professional challenges. This systematic review investigates the overall relationship among teachers' burnout, emotional intelligence, and self-efficacy. The findings from these studies consistently showed negative associations between burnout with emotional intelligence and self-efficacy, along with positive associations between emotional intelligence and self-efficacy. Additionally, some studies suggested potential pathways linking emotional intelligence, self-efficacy, and burnout; however, these findings are based exclusively on correlational evidence and should be interpreted as theoretically grounded hypotheses rather than established mechanisms. Given the limited number of available studies and their cross-sectional design, the present review synthesizes patterns of association rather than causal relationships, highlighting directions for future longitudinal and intervention research.
{"title":"The relationship among burnout, emotional intelligence, and self-efficacy in school teachers. A systematic review","authors":"Alessandro Geraci , Antonella D’Amico , Pablo Fernández-Berrocal , Rosario Cabello","doi":"10.1016/j.ijer.2026.102972","DOIUrl":"10.1016/j.ijer.2026.102972","url":null,"abstract":"<div><div>In the contemporary education system, educators assume a key role in shaping the cognitive, emotional, and social development of students. The multifaceted nature of their responsibilities, spanning instructional delivery, student engagement, and comprehensive classroom management, exposes teachers to a range of stressors with potential contributions to burnout. Recognizing the impact of burnout is crucial for both teachers' well-being and the guidance they provide to students. Burnout has the potential to hinder teachers' effectiveness, thereby affecting the quality of instruction and students' learning experiences. An exploration of the connections between emotional intelligence and burnout reveals how teachers' emotional abilities shape their resilience amid professional challenges. This systematic review investigates the overall relationship among teachers' burnout, emotional intelligence, and self-efficacy. The findings from these studies consistently showed negative associations between burnout with emotional intelligence and self-efficacy, along with positive associations between emotional intelligence and self-efficacy. Additionally, some studies suggested potential pathways linking emotional intelligence, self-efficacy, and burnout; however, these findings are based exclusively on correlational evidence and should be interpreted as theoretically grounded hypotheses rather than established mechanisms. Given the limited number of available studies and their cross-sectional design, the present review synthesizes patterns of association rather than causal relationships, highlighting directions for future longitudinal and intervention research.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102972"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397120","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 : 2026-01-01Epub Date: 2026-02-26DOI: 10.1016/j.ijer.2026.102970
Jeremy Ko , James F. Downes
Populist leadership has become an increasingly salient force in global politics, raising concerns about its consequences for democratic institutions and the autonomy of knowledge production. Against this backdrop, this paper examines the impact of populist leadership on academic freedom across 60 countries from 1900 to 2020. Using the Academic Freedom Index (AFI) and data on populist leaders, it employs cross‑national time‑series analyses to test whether populist governance erodes intellectual autonomy. The results show that populist leaders—regardless of ideological orientation—significantly reduce academic freedom, though the deterioration is more pronounced under right‑wing variants. Disaggregated analyses reveal that all five dimensions of academic freedom decline during populist rule, with freedom of academic and cultural expression experiencing the steepest contraction. These effects persist even after accounting for economic development, education, and democracy. The findings suggest that right‑wing populists, driven by nationalist and moral‑conservative ideologies rooted in social and cultural control, curtail academic freedom through direct political intervention, whereas left‑wing populists, motivated by redistributive ideologies grounded in socio‑economic agendas, constrain it more subtly by incorporating universities into state bureaucratic structures and aligning them with government policy priorities. Given these findings, policies should prioritize strengthening legal protections, institutional safeguards, and international monitoring to preserve academic autonomy against the political and institutional encroachments of populist leaders.
{"title":"The people vs. the academy: Populist leaders and the erosion of academic freedom (1900–2020)","authors":"Jeremy Ko , James F. Downes","doi":"10.1016/j.ijer.2026.102970","DOIUrl":"10.1016/j.ijer.2026.102970","url":null,"abstract":"<div><div>Populist leadership has become an increasingly salient force in global politics, raising concerns about its consequences for democratic institutions and the autonomy of knowledge production. Against this backdrop, this paper examines the impact of populist leadership on academic freedom across 60 countries from 1900 to 2020. Using the Academic Freedom Index (AFI) and data on populist leaders, it employs cross‑national time‑series analyses to test whether populist governance erodes intellectual autonomy. The results show that populist leaders—regardless of ideological orientation—significantly reduce academic freedom, though the deterioration is more pronounced under right‑wing variants. Disaggregated analyses reveal that all five dimensions of academic freedom decline during populist rule, with freedom of academic and cultural expression experiencing the steepest contraction. These effects persist even after accounting for economic development, education, and democracy. The findings suggest that right‑wing populists, driven by nationalist and moral‑conservative ideologies rooted in social and cultural control, curtail academic freedom through direct political intervention, whereas left‑wing populists, motivated by redistributive ideologies grounded in socio‑economic agendas, constrain it more subtly by incorporating universities into state bureaucratic structures and aligning them with government policy priorities. Given these findings, policies should prioritize strengthening legal protections, institutional safeguards, and international monitoring to preserve academic autonomy against the political and institutional encroachments of populist leaders.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102970"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397122","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 : 2026-01-01Epub Date: 2026-02-16DOI: 10.1016/j.ijer.2026.102961
Wenwen Yang , Maarit Silvén
This intervention study aimed to foster and assess early childhood education (ECE) student teachers’ professional competence at the beginning of their second year in Finnish higher education. A study module on child development and ECE pedagogy provided the students with knowledge and practice in identifying, implementing, and reflecting on high-quality interactions with children. The students’ video-recorded picture book reading interactions with two preschool-aged children were assessed using the Classroom Assessment Scoring System (CLASS) Pre-K tool. The broad domain-level analyses showed high-quality emotional support and classroom organisation, but the quality of instructional support was relatively low. Behavioural-level analyses revealed that the students predominantly asked simple questions; they rarely posed complex questions or provided extensive feedback, and other types of discussions to boost children’s higher-level thinking and language use were practically absent. After the study module, student teachers’ self-reported closeness with children increased and conflict decreased. The findings are discussed from the perspective of fostering and assessing higher-quality instructional support in teacher preparation programmes.
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