International Journal of Educational Research最新文献_第8页

Impact of social jetlag and chronotype on leisure activities in Brazilian high school students 社会时差和时间类型对巴西高中生休闲活动的影响

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102643

Filipy Borghi, Priscila Cristina da Silva, Elisângela Farias-Silva, Heloísa Monteiro Amaral-Prado, João Antônio Rabelo Jório, Dora Maria Grassi-Kassisse

Adolescents often experience a misalignment between their biological rhythms (chronotype) and societal schedules, leading to social jetlag, which may impact stress, resilience and well-being. This study investigated the relationships between chronotype, perceived stress, resilience, sleep quality and leisure activity choices among Brazilian high school students. Ninety 11th-grade students (aged 16–17) completed validated questionnaires assessing these factors. Most students exhibited an intermediate chronotype. While morning types reported lower stress, higher resilience and better sleep quality, evening chronotypes showed significantly higher stress, lower resilience and poorer sleep outcomes. Leisure activities varied by chronotype: morning types engaged more in physical activities and academic tasks, while evening types prioritised social interactions and entertainment. Gender differences were also evident, with girls reporting higher stress and lower resilience than boys. The findings underscore the influence of chronotype on adolescent well-being and highlight the opportunities for educational policies that consider biological rhythms. Addressing social jetlag through flexible school schedules and promoting structured leisure activities may enhance resilience, reduce stress and support healthier lifestyle habits in adolescents.

青少年经常会经历生物节律（生物钟）和社会时间表之间的不协调，导致社会时差，这可能会影响压力、适应力和幸福感。本研究调查了巴西高中生的睡眠类型、感知压力、恢复力、睡眠质量和休闲活动选择之间的关系。90名11年级学生（16-17岁）完成了评估这些因素的有效问卷。大多数学生表现出中等时型。早起型的人压力更小，适应能力更强，睡眠质量更好，而晚睡型的人压力更大，适应能力更低，睡眠质量更差。休闲活动因时间类型而异：早起的人更多地参与体育活动和学术任务，而晚睡的人则优先考虑社交和娱乐。性别差异也很明显，与男孩相比，女孩的压力更大，适应力更低。研究结果强调了睡眠类型对青少年健康的影响，并强调了考虑生物节律的教育政策的机会。通过灵活的学校安排和促进有组织的休闲活动来解决社会时差问题，可以增强青少年的适应能力，减轻压力，并支持他们养成更健康的生活习惯。

{"title":"Impact of social jetlag and chronotype on leisure activities in Brazilian high school students","authors":"Filipy Borghi, Priscila Cristina da Silva, Elisângela Farias-Silva, Heloísa Monteiro Amaral-Prado, João Antônio Rabelo Jório, Dora Maria Grassi-Kassisse","doi":"10.1016/j.ijer.2025.102643","DOIUrl":"10.1016/j.ijer.2025.102643","url":null,"abstract":"<div><div>Adolescents often experience a misalignment between their biological rhythms (chronotype) and societal schedules, leading to social jetlag, which may impact stress, resilience and well-being. This study investigated the relationships between chronotype, perceived stress, resilience, sleep quality and leisure activity choices among Brazilian high school students. Ninety 11th-grade students (aged 16–17) completed validated questionnaires assessing these factors. Most students exhibited an intermediate chronotype. While morning types reported lower stress, higher resilience and better sleep quality, evening chronotypes showed significantly higher stress, lower resilience and poorer sleep outcomes. Leisure activities varied by chronotype: morning types engaged more in physical activities and academic tasks, while evening types prioritised social interactions and entertainment. Gender differences were also evident, with girls reporting higher stress and lower resilience than boys. The findings underscore the influence of chronotype on adolescent well-being and highlight the opportunities for educational policies that consider biological rhythms. Addressing social jetlag through flexible school schedules and promoting structured leisure activities may enhance resilience, reduce stress and support healthier lifestyle habits in adolescents.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102643"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115260","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}

引用次数: 0

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

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

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

Raveena Kousar , Subhasis Bhadra

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

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

{"title":"Exploration of teachers' experiences in the border conflict zone of Jammu region (India): Thriving need for peace building","authors":"Raveena Kousar , Subhasis Bhadra","doi":"10.1016/j.ijer.2025.102653","DOIUrl":"10.1016/j.ijer.2025.102653","url":null,"abstract":"<div><div>Armed conflict affects every individual but students at their developmental age become the worst victims because they lose their learning environment and continue to live with the trauma that jeopardises growth opportunities. Teachers occupy central roles within the lives of children and the expectations have widened beyond providing instructions in academic skills in addition to ensuring a safe learning environment, supporting children’s emotional needs and fostering social cohesion. This study explored the experiences of the teachers in the border conflict between India and Pakistan using a qualitative transcendental phenomenological approach. Purposive sampling was used to select the 15 teachers experienced in teaching the children in border conflict areas of Jammu &Kashmir-India. Finding reveals that teachers are facing problems of regular disturbances in the academic calendar, heavy workload, burden to complete their syllabus, and lack of competence to deal with the traumatic experiences of the children. Teachers also recommend suggestive measures like hostel facilities, scholarship provisions, online learning, and psychosocial training for them.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102653"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212683","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}

引用次数: 0

Beyond the "Repeater" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana 超越“留级生”标签：加纳学生对留级生和保护因素的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102714

Daniel Owusu Kyereko , William C Smith , Ishamel Hlovor , Richard Okai

This qualitative case study explores the lived experiences of students in Ghana who have repeated a grade, using labelling theory as a lens. Labelling theory posits that deviance arises from the social meanings and stigma attached to labels, rather than inherent characteristics. Through semi-structured interviews with 40 students who have repeated a grade, the study examines how the "repeater" label shapes students' selfperceptions, interactions, and educational trajectories. Findings illustrate the marginalising effects of labelling, including diminished self-efficacy, social stigma, and weakened school connections. However, protective factors like parental involvement, teacher support, and school interventions mitigated negative labelling impacts. The study underscores how labels are socially constructed and can be reshaped through supportive practices that challenge stigma and promote empowerment. By centering student voices, the research informs efforts to create more inclusive educational environments that recognize labelling's powerful influence on students' experiences and outcomes.

这个定性案例研究探讨了加纳学生的生活经历，他们重复了一个等级，使用标签理论作为镜头。标签理论认为，偏差源于标签的社会意义和污名，而不是固有的特征。通过对40名留级学生的半结构化访谈，该研究考察了“留级者”标签如何影响学生的自我认知、互动和教育轨迹。研究结果说明了标签的边缘化效应，包括自我效能降低、社会耻辱和学校联系减弱。然而，父母参与、教师支持和学校干预等保护性因素减轻了负面标签影响。该研究强调了标签是如何社会建构的，并可以通过挑战耻辱和促进赋权的支持性实践来重塑。通过集中学生的声音，该研究为创造更具包容性的教育环境提供了信息，这些环境认识到标签对学生的经历和结果的强大影响。

{"title":"Beyond the \"Repeater\" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana","authors":"Daniel Owusu Kyereko , William C Smith , Ishamel Hlovor , Richard Okai","doi":"10.1016/j.ijer.2025.102714","DOIUrl":"10.1016/j.ijer.2025.102714","url":null,"abstract":"<div><div>This qualitative case study explores the lived experiences of students in Ghana who have repeated a grade, using labelling theory as a lens. Labelling theory posits that deviance arises from the social meanings and stigma attached to labels, rather than inherent characteristics. Through semi-structured interviews with 40 students who have repeated a grade, the study examines how the \"repeater\" label shapes students' selfperceptions, interactions, and educational trajectories. Findings illustrate the marginalising effects of labelling, including diminished self-efficacy, social stigma, and weakened school connections. However, protective factors like parental involvement, teacher support, and school interventions mitigated negative labelling impacts. The study underscores how labels are socially constructed and can be reshaped through supportive practices that challenge stigma and promote empowerment. By centering student voices, the research informs efforts to create more inclusive educational environments that recognize labelling's powerful influence on students' experiences and outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102714"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724440","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}

引用次数: 0

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

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

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

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

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

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

{"title":"Stereotyped perceptions of readers: an experimental vignette study with high school students and teachers","authors":"Ana María Espinoza , Katherine Strasser , Ursula Kessels , María Francisca Morales","doi":"10.1016/j.ijer.2025.102744","DOIUrl":"10.1016/j.ijer.2025.102744","url":null,"abstract":"<div><div>In many countries, there are medium to large gender gaps in reading achievement and motivation in favor of female students. Since research does not show substantive gender differences in verbal skills, socio-cognitive factors, such as stereotypes associated with reading, become a plausible explanation for these gender gaps. A vignette study was conducted to test whether high school students and teachers have stereotypical perceptions about boys and girls who like to read. The study used a 2 (target’s gender: boy vs. girl) x 2 (target’s reading enjoyment: low vs. high) factorial design to examine the effect of a character’s gender and reading enjoyment on participants’ judgments about the character’s academic traits, popularity, and gender expression. Participants were 296 high school students and 135 Chilean high school language-teachers in Santiago (Chile). Multivariate analysis of variance (MANOVA) and follow-up univariate ANOVAs with Bonferroni corrections showed that students hold gender stereotypes about reading because they perceive reading to be more associated with femininity than masculinity. Additionally, both students and teachers perceive characters who like to read as having more academic traits and being less popular than characters who do not enjoy reading. Contrary to expectations, no interaction effects between gender and reading enjoyment were found. These findings provide empirical evidence regarding a relevant topic in education -sources of inequalities in reading achievement. Such results may offer a preliminary basis for identifying general directions for policies or interventions that promote more equitable literacy learning opportunities for male and female high school students.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102744"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865807","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}

引用次数: 0

‘They don’t teach what we need to know’: Israeli youth activists challenge school climate change education “他们没有教我们需要知道的东西”：以色列青年活动人士挑战学校的气候变化教育

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102749

Dafna Gan , Aya Nathan

This study examined the experiences of Israeli youths involved in climate activism, focusing on the role of schools in either supporting or hindering their engagement. Grounded in social movements theory, the research examined environmental citizenship and explored how Israeli youths perceive the role of schools in promoting climate change education (CCE). Using qualitative phenomenological approach, we conducted 19 interviews with youths participating in climate protests and analyzed the vision statements of their schools. The findings reveal a disconnect between young climate activists and their schools, which they perceive as ineffective in supporting environmental action. Students viewed their schools as operating within outdated frameworks that fail to address environmental challenges. As part of the education system, schools do not succeed in providing students with adequate resources, skills, and emotional support to effectively address climate issues. The results suggest a growing divergence between traditional education systems and climate-engaged youths. This trend reflects students’ perception that educational institutions neither serve as effective partners in climate advocacy nor offer spaces that meaningfully acknowledge their environmental concerns. Based on these findings, we recommend the following policy measures: Integrate CCE across disciplines through curriculum restructuring; establish formal mechanisms for youth participation in school-based environmental decision-making; provide professional development for educators on CCE and eco-anxiety support; create dedicated spaces within schools for climate activism; and develop recognition systems for environmental engagement as legitimate educational outcomes. Implementing these changes would help bridge the gap between schools and environmentally engaged youth.

这项研究考察了以色列青年参与气候行动主义的经历，重点关注学校在支持或阻碍他们参与方面的作用。该研究以社会运动理论为基础，考察了环境公民身份，并探讨了以色列年轻人如何看待学校在促进气候变化教育（CCE）方面的作用。采用定性现象学方法，我们对参与气候抗议的青年进行了19次访谈，并分析了他们学校的愿景陈述。调查结果揭示了年轻的气候活动家和他们的学校之间的脱节，他们认为学校在支持环境行动方面是无效的。学生们认为他们的学校在过时的框架下运作，无法应对环境挑战。作为教育系统的一部分，学校没有成功地为学生提供足够的资源、技能和情感支持，以有效地解决气候问题。研究结果表明，传统教育体系与参与气候变化的年轻人之间的分歧越来越大。这一趋势反映了学生的看法，即教育机构既不能作为气候倡导的有效合作伙伴，也不能提供有意义地承认他们对环境问题的空间。基于这些发现，我们建议以下政策措施：通过课程重组整合跨学科的CCE；建立青年参与校本环境决策的正式机制；为教育工作者提供CCE和生态焦虑支持方面的专业发展；在学校里为气候行动创造专门的空间；并建立认可系统，将环境参与作为合法的教育成果。实施这些变革将有助于弥合学校与参与环境保护的青年之间的差距。

{"title":"‘They don’t teach what we need to know’: Israeli youth activists challenge school climate change education","authors":"Dafna Gan , Aya Nathan","doi":"10.1016/j.ijer.2025.102749","DOIUrl":"10.1016/j.ijer.2025.102749","url":null,"abstract":"<div><div>This study examined the experiences of Israeli youths involved in climate activism, focusing on the role of schools in either supporting or hindering their engagement. Grounded in social movements theory, the research examined environmental citizenship and explored how Israeli youths perceive the role of schools in promoting climate change education (CCE). Using qualitative phenomenological approach, we conducted 19 interviews with youths participating in climate protests and analyzed the vision statements of their schools. The findings reveal a disconnect between young climate activists and their schools, which they perceive as ineffective in supporting environmental action. Students viewed their schools as operating within outdated frameworks that fail to address environmental challenges. As part of the education system, schools do not succeed in providing students with adequate resources, skills, and emotional support to effectively address climate issues. The results suggest a growing divergence between traditional education systems and climate-engaged youths. This trend reflects students’ perception that educational institutions neither serve as effective partners in climate advocacy nor offer spaces that meaningfully acknowledge their environmental concerns. Based on these findings, we recommend the following policy measures: Integrate CCE across disciplines through curriculum restructuring; establish formal mechanisms for youth participation in school-based environmental decision-making; provide professional development for educators on CCE and eco-anxiety support; create dedicated spaces within schools for climate activism; and develop recognition systems for environmental engagement as legitimate educational outcomes. Implementing these changes would help bridge the gap between schools and environmentally engaged youth.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102749"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858266","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}

引用次数: 0

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

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

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

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

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

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

{"title":"Gender, work and national identity: The image of women in school textbooks during the Spanish democracy","authors":"Virginia Guichot-Reina , Ana María De la Torre-Sierra","doi":"10.1016/j.ijer.2025.102683","DOIUrl":"10.1016/j.ijer.2025.102683","url":null,"abstract":"<div><div>This research explores the dynamic intersection of gender, work, and national identity in the schooling process of primary school students during Spanish democracy through the school discourse (textual and iconographic) found in textbooks. Twelve textbooks from the period of the so-called transition period and the current decade are analyzed in order to identify changes and continuities in discursive practices throughout democracy. The methodological approach employed is Critical Discourse Analysis (CDA), incorporating various models of analysis. The results reveal unequal modes of inclusion and exclusion of women and men in the discourses of nation-building. Different attributes representing models of femininity and masculinity are identified as symbols that articulate the nation. Additionally, the assignment of occupational roles based on gender in the school discourse is observed, with specific implications for the development of citizenship. Finally, the study discusses the potential implications of this gender discrimination on the construction of students’ identities and underscores the urgency of adopting an egalitarian perspective in the selection of didactic resources.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102683"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490237","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}

引用次数: 0

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

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

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

Sarah A. Son, Gemma Ballard

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

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

{"title":"Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea","authors":"Sarah A. Son, Gemma Ballard","doi":"10.1016/j.ijer.2025.102672","DOIUrl":"10.1016/j.ijer.2025.102672","url":null,"abstract":"<div><div>This article explores how a short-term study abroad programme in South Korea cultivated a critically compassionate and morally engaged form of global citizenship among British East Asian Studies undergraduate students. Drawing on our pedagogical reflections, we examine student engagement with South Korean unification education via encounters with a range of government and non-governmental actors, each offering divergent perspectives on inter-Korean relations. We argue that structured reflection, emotional attunement, and agonistic engagement enabled students to develop confidence in navigating complexity while fostering a justice-oriented response to conflict and inequality. These outcomes were supported by a pedagogical approach that prioritised ethical deliberation, affective engagement, and reflexive positionality, encouraging students to interrogate assumptions and challenge dominant narratives. The study connects area studies education with broader debates in global citizenship education (GCE), advocating for in-country engagement that moves beyond skills acquisition toward ethical and political awareness. The findings support a call to embed GCE more deliberately in area studies curricula, enabling students to grapple with positionality, power, and global interdependence through critically informed, affective, and dialogic learning.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102672"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490053","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}

引用次数: 0

Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance 使用授权外展计划的英语学生教师的数字素养：参与、认知学习和表现的作用

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102762

Liqaa Habeb Al-Obaydi , Marcel Pikhart , Ragad M Tawafak

Traditional schools' shortcomings drive educational innovations that emphasize technology and self-directed learning, reflected in blended learning environments and the use of tools like Moodle and Google Classroom. This shift necessitates teachers' upskilling in digital literacy to effectively integrate technology, which can enhance teaching efficacy, particularly in remote areas, while fostering student empowerment and engagement. The study involved 53 fourth-year EFL students from the University of Diyala, Iraq, and used the Learner Empowerment Scale (LES) and Cognitive Learning Scale (CLS) to measure the impact of a six-week outreach program on their technology use in teaching. Results showed that the program positively influenced students' engagement and cognitive learning, with YouTube and Duolingo being the most commonly used applications, but had a limited impact on their classroom performance. Outreach programs promoting digital literacy positively impact STs' engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study's focus solely on technology, short duration, and device-related issues, suggesting future research should explore broader pedagogical integration and consider longer evaluation periods with larger, diverse samples to assess long-term efficacy and student outcomes.

传统学校的缺点促使教育创新，强调技术和自主学习，反映在混合学习环境和使用工具，如Moodle和谷歌教室。这一转变需要教师提高数字素养技能，以便有效地整合技术，从而提高教学效率，特别是在偏远地区，同时促进学生赋权和参与。该研究涉及来自伊拉克迪亚拉大学的53名四年级英语学生，并使用学习者授权量表（LES）和认知学习量表（CLS）来衡量为期六周的推广计划对他们在教学中使用技术的影响。结果表明，该计划对学生的参与和认知学习产生了积极的影响，YouTube和Duolingo是最常用的应用程序，但对他们的课堂表现影响有限。促进数字素养的外展计划对STs的参与和认知学习产生了积极影响，但对教学绩效的影响微乎其微，这表明除了技术技能外，还需要进行教学培训。局限性包括该研究仅关注技术、持续时间短和设备相关问题，这表明未来的研究应探索更广泛的教学整合，并考虑更长的评估周期和更大、更多样化的样本，以评估长期疗效和学生结果。

{"title":"Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance","authors":"Liqaa Habeb Al-Obaydi , Marcel Pikhart , Ragad M Tawafak","doi":"10.1016/j.ijer.2025.102762","DOIUrl":"10.1016/j.ijer.2025.102762","url":null,"abstract":"<div><div>Traditional schools' shortcomings drive educational innovations that emphasize technology and self-directed learning, reflected in blended learning environments and the use of tools like Moodle and Google Classroom. This shift necessitates teachers' upskilling in digital literacy to effectively integrate technology, which can enhance teaching efficacy, particularly in remote areas, while fostering student empowerment and engagement. The study involved 53 fourth-year EFL students from the University of Diyala, Iraq, and used the Learner Empowerment Scale (LES) and Cognitive Learning Scale (CLS) to measure the impact of a six-week outreach program on their technology use in teaching. Results showed that the program positively influenced students' engagement and cognitive learning, with YouTube and Duolingo being the most commonly used applications, but had a limited impact on their classroom performance. Outreach programs promoting digital literacy positively impact STs' engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study's focus solely on technology, short duration, and device-related issues, suggesting future research should explore broader pedagogical integration and consider longer evaluation periods with larger, diverse samples to assess long-term efficacy and student outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102762"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908864","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}

引用次数: 0

Principal’s negative emotional manipulations, interpersonal suppression of teachers by the principal, and trust in the principal 校长负性情绪操纵、校长对教师的人际压抑、校长信任

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102738

Izhak Berkovich

This study investigated the effect of principals' negative emotional manipulations on teachers' affective and cognitive trust in the principal, focusing on the mediating role of interpersonal suppression. Data were collected from 654 public elementary school teachers in Israel. Using a multilevel mediation model analysis, the study examined the existence of mediated indirect links in two models: one predicting affective trust and the other predicting cognitive trust. The findings indicate that principals' negative emotional manipulation significantly reduced both affective and cognitive trust in the principal, with interpersonal suppression of teachers by principals fully mediating these relationships. These results reveal the effect of interpersonal suppression in shaping emotional and cognitive attitudes in the workplace. The size of the indirect effect was slightly larger for affective than for cognitive trust, suggesting that interpersonal suppression plays a more significant role in emotional processes. The research expands the relatively scarce knowledge on principals' negative emotional manipulations and interpersonal suppression in workplace research in general and schools in particular.

本研究探讨校长负性情绪操纵对教师对校长的情感信任和认知信任的影响，重点研究人际抑制的中介作用。数据收集自以色列654名公立小学教师。本研究采用多层次中介模型分析，考察了在预测情感信任和预测认知信任两个模型中存在中介间接联系。研究发现，校长的负性情绪操纵显著降低了教师对校长的情感信任和认知信任，校长对教师的人际抑制在这两种信任关系中起到中介作用。这些结果揭示了人际压抑在塑造工作场所的情绪和认知态度方面的作用。情感信任的间接效应略大于认知信任的间接效应，表明人际抑制在情绪过程中起着更重要的作用。本研究扩充了一般职场研究和学校研究中对校长负性情绪操纵和人际压抑的相对匮乏的知识。

{"title":"Principal’s negative emotional manipulations, interpersonal suppression of teachers by the principal, and trust in the principal","authors":"Izhak Berkovich","doi":"10.1016/j.ijer.2025.102738","DOIUrl":"10.1016/j.ijer.2025.102738","url":null,"abstract":"<div><div>This study investigated the effect of principals' negative emotional manipulations on teachers' affective and cognitive trust in the principal, focusing on the mediating role of interpersonal suppression. Data were collected from 654 public elementary school teachers in Israel. Using a multilevel mediation model analysis, the study examined the existence of mediated indirect links in two models: one predicting affective trust and the other predicting cognitive trust. The findings indicate that principals' negative emotional manipulation significantly reduced both affective and cognitive trust in the principal, with interpersonal suppression of teachers by principals fully mediating these relationships. These results reveal the effect of interpersonal suppression in shaping emotional and cognitive attitudes in the workplace. The size of the indirect effect was slightly larger for affective than for cognitive trust, suggesting that interpersonal suppression plays a more significant role in emotional processes. The research expands the relatively scarce knowledge on principals' negative emotional manipulations and interpersonal suppression in workplace research in general and schools in particular.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102738"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144814065","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}

引用次数: 0

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

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

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

Xinlei Lv , Ru Yan , Shutao Wang

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

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

{"title":"The relationship between family-school-community collaboration and students’ academic achievement: A Moderated Mediation Model","authors":"Xinlei Lv , Ru Yan , Shutao Wang","doi":"10.1016/j.ijer.2025.102774","DOIUrl":"10.1016/j.ijer.2025.102774","url":null,"abstract":"<div><div>Family-school-community collaboration (FSCC) has a significant influence on students’ development and learning trajectories; however, research examining its impact on academic achievement remains limited. Based on the Proximal Process-Person-Context-Time (PPCT) model, this study investigated the mechanisms through which FSCC affects academic achievement. A total of 1473 families from primary and secondary schools participated in this study, and data about the children’s academic achievement over two semesters were collected. Using structural equation modeling, this research examined the effect of FSCC on academic achievement, the mediating role of teachers’ positive feedback, and the moderating effect of students’ self-regulated learning (SRL). The results revealed that FSCC exerted a positive and sustained effect on students’ academic achievement. Teachers’ positive feedback mediated this relationship, acting as a full mediator in the first semester and a partial mediator in the second. Additionally, SRL positively moderated the effect of FSCC on teachers’ positive feedback, with a stronger predictive effect observed among students with higher SRL. The study empirically verifies the PPCT model and extends the theoretical recognition of relationships among FSCC, teachers’ positive feedback, students’ SRL, and their academic achievement. Implications for educational practice include the recommendation for enhancing collaboration among families, schools, and communities, encouraging teachers to employ positive feedback strategies, and empowering students to develop stronger SRL abilities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102774"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027080","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}

引用次数: 0