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

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。

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引用次数: 0

Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students 现在有用的东西以后会有用吗？学校支出在塑造挪威弱势学生的学业弹性和未来成功方面的作用

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.2025.102804

Wangqiong Ye , José Manuel Arencibia Alemán , Trude Nilsen , Tarjei Widding-Havneraas

Academic resilience, which describes how disadvantaged students excel in schools, has gained attention for its potential to narrow achievement gaps and reduce educational inequalities. While malleable protective factors in the learning environment have been extensively studied, institutional factors like school spending have received less attention. This study utilizes Norwegian register data to examine how the amount and allocation of school spending may influence academic resilience through regression analyses. Instrumental variable (IV) analyses are then used to further examine support for the relationship between academic resilience and long-term outcomes, such as educational attainment and income by age 30. The findings reveal that class size and student-teacher ratios, while not predictors of academic resilience, are associated with long-term outcomes. The amount of school spending influences academic resilience; however, its effects on educational attainment and income vary. The allocation of school spending influences educational attainment and income, with specific investments in Norwegian language and special education support significantly predicting academic resilience. Academic resilience is predictive of both educational attainment and income, showing a more pronounced relationship with educational attainment. The IV analyses show consistent results. This study contributes to the literature by detailing the influence of school spending on academic resilience and its connection to future success, thus supporting policy development aimed at fostering social inclusion.

学业弹性指的是弱势学生如何在学校表现出色，它因其缩小成绩差距和减少教育不平等的潜力而受到关注。虽然学习环境中的可塑保护因素已经得到了广泛的研究，但像学校支出这样的制度性因素却很少受到关注。本研究利用挪威注册数据，通过回归分析来检验学校支出的数量和分配如何影响学业弹性。然后使用工具变量（IV）分析进一步检验学业弹性与长期结果（如30岁时的受教育程度和收入）之间关系的支持程度。研究结果显示，班级规模和师生比例虽然不是学业弹性的预测指标，但与长期结果有关。学校支出的多少影响学业弹性；然而，它对受教育程度和收入的影响各不相同。学校支出的分配影响教育成就和收入，在挪威语和特殊教育支持方面的具体投资显著预测学业弹性。学业弹性对受教育程度和收入都有预测作用，其中与受教育程度的关系更为明显。IV分析显示一致的结果。本研究通过详细说明学校支出对学业弹性的影响及其与未来成功的联系，从而支持旨在促进社会包容的政策制定，从而为文献做出了贡献。

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引用次数: 0

Navigating the decolonial frontier: Leadership perspectives on epistemic justice in South African higher education 导航非殖民前沿：在南非高等教育认识正义的领导视角

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.2025.102816

Emnet Tadesse Woldegiorgis

This paper critically examines the challenges of decolonising higher education in South Africa, focusing on the perceptions and experiences of academic leaders. Drawing on postcolonial and decolonial theories, it interrogates how Eurocentric frameworks continue to dominate curricula, institutional practices, and knowledge production, thereby marginalising African perspectives and epistemologies despite various decolonial initiatives. Using a qualitative approach, the study employed semi-structured interviews with five faculty deans from three South African universities, selected through purposive sampling, to capture nuanced insights into the obstacles faced in implementing decolonial reforms. The analysis generated key themes including: (i) narrow conceptualisation of decolonisation; (ii) institutional resistance to change; (iii) tensions between neoliberal priorities and decolonial imperatives; (iv) uncertainty surrounding alternative epistemic paradigms; and (v) the strategic navigation of contradictions by academic leaders. Findings reveal a disconnect between the rhetoric of decolonisation and its practical enactment. While progress has been made in diversifying student bodies and faculty demographics, these changes often remain symbolic, lacking substantive transformation of curricula or epistemic frameworks. Neoliberal imperatives, coupled with entrenched institutional cultures, further constrain efforts to advance African epistemologies. The persistent marginalisation of alternative knowledge systems underscores the difficulty of reimagining paradigms capable of disrupting Eurocentric dominance. The paper argues for a critical rethinking of decolonisation, one that goes beyond structural reforms to achieve epistemic justice and fully integrate African knowledge systems into higher education. It concludes that meaningful transformation demands both institutional commitment and a fundamental reimagining of knowledge production to create an inclusive and pluralistic academic landscape.

本文批判性地考察了南非非殖民化高等教育的挑战，重点关注学术领袖的看法和经验。借鉴后殖民和非殖民理论，本书探讨了以欧洲为中心的框架如何继续主导课程、制度实践和知识生产，从而使非洲的观点和认识论边缘化，尽管有各种非殖民倡议。该研究采用定性方法，通过有目的的抽样，对来自三所南非大学的五位院长进行了半结构化访谈，以深入了解实施非殖民化改革所面临的障碍。分析产生的关键主题包括：(i)狭义的非殖民化概念；体制上对变革的抵制；新自由主义优先事项与非殖民化当务之急之间的紧张关系；（iv）围绕替代认知范式的不确定性；（五）学术领袖对矛盾的战略导航。调查结果显示，非殖民化的说辞与实际行动之间存在脱节。虽然在学生群体和教师人口结构多样化方面取得了进展，但这些变化往往只是象征性的，缺乏课程或认知框架的实质性转变。新自由主义的必要性，加上根深蒂固的制度文化，进一步限制了推进非洲认识论的努力。替代知识体系的持续边缘化凸显了重新构想能够颠覆欧洲中心主导地位的范式的难度。这篇论文主张对非殖民化进行批判性的反思，这种反思超越了结构性改革，以实现认识正义，并将非洲的知识体系完全整合到高等教育中。它的结论是，有意义的转型既需要制度承诺，也需要对知识生产进行根本性的重新构想，以创造一个包容和多元化的学术景观。

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引用次数: 0

A cross-sectional content analysis of Chinese/English bilingual children’s picture books: Language, culture, and gender contexts 中英双语儿童绘本横断面内容分析：语言、文化和性别语境

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.2025.102815

Jianing Li

This study conducted a content analysis of five Chinese/English bilingual picture books, exploring their linguistic, cultural, and gender representations. Books were purposively sampled from a specialized dual-language press based on bilingual originality, age-appropriateness (ages 2–12), and publication within the last decade. The primary data consisted of the full textual and visual contents of the selected books. Data were collected through systematic examination of each book using three codebooks—developed from prior research—addressing bilingual text presentation, cultural perspectives, and gender representation. The researcher applied deductive coding to identify and record positive and negative criteria in Microsoft Excel, covering formatting, readability, cultural authenticity, and gender role portrayal. Findings indicate high linguistic and cultural quality, with balanced bilingual formatting and authentic cultural integration, but the persistence of some traditional gender stereotypes. The study highlights the need for bilingual children’s picture books to actively challenge gender norms, offering educators a framework for selecting materials that promote language learning, cultural awareness, and inclusive representation in multilingual and multicultural educational contexts.

本研究对五本中英文双语绘本进行内容分析，探讨其语言、文化和性别表征。有目的地从一家专门的双语出版社中取样，基于双语独创性、年龄适宜性（2-12岁）和近十年的出版。原始数据包括所选书籍的全文和视觉内容。数据是通过使用三个代码本对每本书进行系统检查收集的，这些代码本是根据先前的研究开发的，涉及双语文本呈现、文化视角和性别代表性。研究者使用演绎编码在Microsoft Excel中识别和记录正面和负面标准，包括格式、可读性、文化真实性和性别角色刻画。研究结果表明，该报告具有较高的语言和文化质量，双语格式平衡，文化融合真实，但仍存在一些传统的性别刻板印象。该研究强调了双语儿童绘本积极挑战性别规范的必要性，为教育工作者提供了一个框架，以选择在多语言和多元文化教育背景下促进语言学习、文化意识和包容性表现的材料。

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引用次数: 0

Horizontal stratification of universities and precariousness of graduates working conditions 大学的横向分层和毕业生工作条件的不稳定性

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.2025.102814

Oscar Espinoza , Luis Sandoval , Bruno Corradi , Yahira Larrondo , Noel McGinn

The global massification of higher education has led to a significant increase in the number of university graduates entering the labor market. This expansion has also driven to greater segmentation of higher education institutions in terms of prestige, quality, and students’ background. Previous research focused predominantly on the relationship between institutional stratification and graduates’ salaries, often overlooking other key dimensions of their working conditions. This study analyzes how the horizontal stratification of Chilean universities relates to graduates’ working conditions. This objective was achieved by constructing profiles of working conditions based on graduates' salaries, hiring regimes, and working hours. Latent Class Analysis was used to identify three distinct profiles. By analyzing data from a survey conducted at eleven Chilean universities, the association between graduates’ characteristics and working conditions was estimated using an ordinal logistic model. The results show that despite holding a university degree, 13 % of graduates work under precarious conditions including part-time jobs or employment contracts that do not guarantee labor rights. While institutional selectivity facilitates access to the most favorable working conditions, its importance diminishes for other types of jobs. Horizontal stratification, therefore, acts as a mechanism of exclusion, limiting access to high-quality employment for graduates from low selective institutions. These findings suggest that the relationship between horizontal stratification and working conditions is complex as it extends beyond a simple replication of institutional hierarchies in the labor market.

高等教育的全球大众化导致进入劳动力市场的大学毕业生数量显著增加。这种扩张也推动了高等教育机构在声誉、质量和学生背景方面的更大细分。以前的研究主要集中在制度分层和毕业生工资之间的关系上，往往忽视了他们工作条件的其他关键方面。本研究分析智利大学的水平分层与毕业生工作条件的关系。这一目标是通过根据毕业生的工资、招聘制度和工作时间构建工作条件概况来实现的。潜在类别分析用于识别三个不同的概况。通过分析在智利11所大学进行的调查数据，使用有序逻辑模型估计了毕业生特征与工作条件之间的关系。结果显示，尽管拥有大学学位，13%的毕业生在不稳定的条件下工作，包括兼职工作或不保障劳动权利的雇佣合同。虽然制度上的选择性有利于获得最有利的工作条件，但它对其他类型的工作的重要性却在减弱。因此，横向分层作为一种排斥机制，限制了低选择性院校毕业生获得高质量就业的机会。这些发现表明，水平分层和工作条件之间的关系是复杂的，因为它超出了劳动力市场中制度等级的简单复制。

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引用次数: 0

The effectiveness of a school-based planning program for first year students in secondary school: A cluster randomized controlled trial 中学一年级学生校本规划方案的有效性：一项聚类随机对照试验

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.2025.102820

Kim Wolters , Saskia van der Oord , Steven W. Evans , Barbara van den Hoofdakker , Bianca E. Boyer

In secondary education, many students have difficulties planning their schoolwork. These difficulties may not only lead to short-term consequences such as lower grades, but also to long-term psychosocial, professional and financial challenges. To support students with planning problems, we developed a school-based program (Planning of Schoolwork (PLOS)) using an iterative development approach. PLOS includes two phases: PLOS-basic, a six-lesson preventive program with in-class skills training and PLOS-extra, a six-session, individual, modular skills training for students who still need support after PLOS-basic. This cluster randomized controlled trial compares the short- and long-term effects of PLOS-extra to practice-as-usual (PAU) with 213 first year students (aged 11-14, 78.9% male) who still had planning problems after PLOS-basic. Primary outcomes were homework problems and planning skills. Secondary outcomes included school motivation, classroom behavior, attention-deficit/hyperactivity disorder (ADHD) behaviors and school grades. We found no significant short- or long-term between-group differences on either the primary or the secondary outcome measures. Some significant improvements over time were present for both the PLOS-extra and the PAU group. The lack of effects of PLOS-extra may be attributed to a natural improvement of planning skills, the moderate severity of planning problems in our sample or the design of the program. Furthermore, the schools faced challenges in securing the necessary resources to implement the program effectively. Although PLOS-extra was developed in collaboration with end-users, these challenges demonstrate the complexity of developing training programs that are feasible within the educational context. School professionals and policymakers must decide whether to invest time, effort and resources into implementing evidence-based planning programs or in developing and testing new programs that offer support throughout daily academic life.

在中学教育中，许多学生在计划作业方面有困难。这些困难可能不仅会导致短期后果，如成绩下降，而且还会带来长期的心理、专业和经济挑战。为了帮助学生解决计划问题，我们使用迭代开发方法开发了一个基于学校的程序（学校作业计划（PLOS））。公共科学图书馆包括两个阶段：公共科学图书馆基础课程，一个六课的预防性课程，包括课堂技能培训；公共科学图书馆额外课程，一个六课的个人模块化技能培训，针对在公共科学图书馆基础课程之后仍需要支持的学生。本整群随机对照试验比较了213名一年级学生（11-14岁，78.9%为男性）在接受plos -基础课程后仍有计划问题的短期和长期效果。主要结果是家庭作业问题和计划技能。次要结果包括学习动机、课堂行为、注意缺陷/多动障碍（ADHD）行为和学校成绩。我们发现在主要或次要结果测量上，组间没有显著的短期或长期差异。随着时间的推移，PLOS-extra组和PAU组都出现了一些显著的改善。PLOS-extra缺乏效果可能归因于规划技能的自然提高，我们样本中规划问题的中度严重程度或程序的设计。此外，学校在确保有效实施该计划所需的资源方面面临挑战。尽管PLOS-extra是与最终用户合作开发的，但这些挑战表明，在教育背景下制定可行的培训计划是非常复杂的。学校专业人士和政策制定者必须决定是投入时间、精力和资源来实施循证规划项目，还是开发和测试在日常学术生活中提供支持的新项目。

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引用次数: 0

Internal structure of a scale of sources of self-efficacy in mathematics among middle-school students 中学生数学自我效能感来源量表的内部结构

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.2025.102771

Marianela Navarro , Macarena Larrain , José Pezoa

The present study aims to adapt and collect evidence of structural validity of a scale measuring the sources of mathematics self-efficacy among Chilean middle-school students. The sample comprised 1740 students from 6th to 9th grades across different school types in Chile, overcoming limitations of previous studies from Spanish-speaking countries that used more limited samples. Validity and reliability analyses revealed four factors consistent with the original scale. Confirmatory Factor Analyses, including multigroup models by gender demonstrated strong fit indices. Internal consistency analyses yielded appropriate Cronbach's Alpha values for each subscale. In conclusion, the sources of mathematics self-efficacy scale demonstrates robust validity and internal consistency indices, making it suitable for research, policy development, and mathematics education in schools. This adaptation of the scale, using culturally relevant and gender-sensitive language, provides valuable insights into the sources of mathematics self-efficacy among Chilean middle-school students, contributing to the broader understanding of educational psychology and informing interventions to enhance students' confidence and performance in mathematics.

本研究旨在调整并收集智利中学生数学自我效能感来源量表的结构效度证据。该样本包括智利不同学校类型的1740名六年级到九年级的学生，克服了以前来自西班牙语国家的研究使用更有限样本的局限性。效度和信度分析显示四个因素与原量表一致。验证性因子分析，包括多组模型的性别显示强拟合指数。内部一致性分析为每个子量表产生适当的Cronbach's Alpha值。综上所述，数学自我效能感量表的来源具有稳健的效度和内部一致性指标，适用于研究、政策制定和学校数学教育。使用与文化相关和性别敏感的语言对量表进行调整，为了解智利中学生数学自我效能感的来源提供了有价值的见解，有助于更广泛地了解教育心理学，并为提高学生的数学信心和表现提供干预措施。

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引用次数: 0

Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation 是否所有学生都能从认知激活教学的提供和使用中平等受益？将学生的认知处理技能引入等式中

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.2025.102755

Charalambos Y. Charalambous , Sergios Sergiou , George K. Georgiou

Cognitively activating teaching is pivotal for student learning. Yet, prior studies have largely focused on the supply of cognitively activating teaching without also exploring students’ use of these opportunities. Additionally, prior research has largely examined whether students benefit from cognitively activating teaching on the average without exploring differential effects for different groups of students. This study explored the effects of both the supply and use of cognitive activation on students’ performance and whether these effects are moderated by students’ cognitive processing skills. Thirty-one teachers and their 542 sixth-grade students participated in the study. Students’ beginning- and end-of-school performance was measured with a validated algebra test. The Cognitive Assessment System-2: Brief was used to assess students’ cognitive processing skills, whereas student surveys provided information on students’ perceived supply and use of cognitive activation. Results of hierarchical linear modeling showed that both the supply and use of cognitive activation were unique predictors of students’ performance. Additionally, students with higher cognitive processing skills benefited more from using the available opportunities for cognitive activation compared to students with low or average cognitive processing skills. We discuss the importance of enriching existing teaching quality models to gain a deeper understanding of the differential effects of teaching on students’ outcomes. We also consider the practical implications of our findings for supporting students’ uptake of cognitively activating teaching.

认知激活教学对学生的学习至关重要。然而，先前的研究主要集中在提供认知激活教学上，而没有探索学生对这些机会的使用。此外，先前的研究主要是研究学生是否从平均的认知激活教学中受益，而没有探索不同学生群体的差异效果。本研究探讨了认知激活的供应和使用对学生成绩的影响，以及这些影响是否受到学生认知加工技能的调节。31名教师和他们的542名六年级学生参与了这项研究。学生们在学校开始和结束时的表现是通过一个有效的代数测试来衡量的。认知评估系统-2：简要用于评估学生的认知加工技能，而学生调查提供了学生认知激活的感知供应和使用的信息。层次线性模型的结果表明，认知激活的供应和使用都是学生表现的独特预测因子。此外，与认知加工能力低或一般的学生相比，认知加工能力高的学生从利用现有的认知激活机会中获益更多。我们讨论了丰富现有教学质量模型的重要性，以便更深入地了解教学对学生成果的不同影响。我们还考虑了我们的研究结果对支持学生接受认知激活教学的实际意义。

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引用次数: 0

“This makes me feel good”: Professional learning communities as a space for interpersonal emotion regulation among science teachers “这让我感觉很好”：专业学习社区作为科学教师人际情绪调节的空间

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.2025.102829

Corina González-Weil , Fabián Fernández Araneda , María Isabel Reyes-Espejo

Teachers’ interpersonal emotion regulation refers to the processes through which teachers manage both their own emotions and those of colleagues in ways that shape teacher well-being, student well-being, and student learning outcomes. Professional Learning Communities (PLCs) are collaborative spaces that can provide emotional support, reduce professional isolation, and enhance job satisfaction, yet the mechanisms through which they achieve this remain insufficiently understood. This study examined how participation in a PLC contributes to the interpersonal emotion regulation of Chilean science teachers. A qualitative interpretative methodology was employed, combining thematic and narrative analysis of five PLC sessions in which teachers shared pedagogical experiences and reflected on emotions and practices. The analysis identified several interpersonal emotion regulation strategies, including labeling, receptive listening, valuing, safety signals, and cognitive reappraisal. The findings underscore the importance of examining the emotional dimensions of teaching, particularly in Latin America, where working conditions require the integration of emotional education into pre-service and in-service teacher training, thereby strengthening relationships, collective agency, and professional development in unstable contexts.

教师的人际情绪调节是指教师通过管理自己和同事的情绪来塑造教师幸福感、学生幸福感和学生学习成果的过程。专业学习社区（plc）是一种协作空间，可以提供情感支持，减少专业隔离，提高工作满意度，但它们实现这一目标的机制仍未得到充分了解。本研究考察了参与PLC对智利科学教师人际情绪调节的影响。采用定性解释方法，结合专题和叙述分析五节PLC课程，教师分享教学经验，反思情感和实践。分析确定了几种人际情绪调节策略，包括标签、接受性倾听、重视、安全信号和认知再评价。研究结果强调了检查教学情感维度的重要性，特别是在拉丁美洲，那里的工作条件要求将情感教育纳入职前和在职教师培训中，从而在不稳定的环境中加强关系、集体代理和专业发展。

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引用次数: 0

Autonomy and its associations with persistence and competence: A longitudinal study of vocational students 自主性及其与坚持和胜任力的关系：对中职学生的纵向研究

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.2025.102858

Beifang Ma, Esther Winther

This study addresses three central research questions

(1) How do autonomy and related contextual factors—specifically social relatedness and competence recognition from Self-Determination Theory (SDT), and self-regulation capacity from ego-depletion theory—relate to educational outcomes, particularly given the conflicting predictions from these frameworks? (2) Do these associations differ between the two key educational outcomes: vocational competence and persistence (Outcome-Specificity)? (3) Do these associations vary depending on the domain-specific (company-level) versus domain-general (occupational-level) nature of the educational outcomes (Domain-Specificity)? The sample included 458 vocational education and training (VET) students in Germany (36 % male, 64 % female; M_age = 19.66 years), followed throughout their training programs. Four longitudinal regression models were estimated—based on two types of educational outcomes (competence and persistence) across two domain scopes (company-specific and occupation-wide). Models controlled for time effects and the nested structure of the data (students within classes and schools). Findings indicate that autonomy and related contextual factors—such as social relatedness and competence recognition— show significant positive associations with persistence, but not with vocational competence. Outcome-specific patterns were observed, while domain-specific versus domain-general distinctions were less clear. Despite the dual structure of VET, integration between company-based and school-based learning may blur the boundaries between company-specific and occupational wide learning effects. While the longitudinal design supports temporal analysis, reliance on self-report measures and the absence of experimental manipulation limit causal interpretations.

本研究解决了三个核心研究问题：(1)自主性和相关情境因素——特别是来自自我决定理论（SDT）的社会关系和能力认知，以及来自自我耗竭理论的自我调节能力——如何与教育成果相关，特别是考虑到这些框架的相互矛盾的预测？(2)职业能力和持久性这两个关键教育成果之间的关联是否不同（结果特异性）？(3)这些关联是否因教育成果的特定领域（公司级别）与一般领域（职业级别）性质（领域特异性）而有所不同？样本包括德国458名职业教育和培训（VET）学生（36%为男性，64%为女性；年龄为19.66岁），并在整个培训项目中进行跟踪。基于两种类型的教育成果（能力和持久性）在两个领域范围（特定公司和职业范围）估计了四个纵向回归模型。模型控制了时间效应和数据的嵌套结构（班级和学校中的学生）。研究结果表明，自主性和相关的环境因素（如社会关系和能力认可）与持久性有显著的正相关，但与职业能力没有显著的正相关。结果特定模式被观察到，而领域特定与领域一般的区别不太清楚。尽管职业教育教育具有双重结构，但基于公司和基于学校的学习之间的整合可能模糊了公司特定学习效果和职业广泛学习效果之间的界限。虽然纵向设计支持时间分析，但依赖自我报告测量和缺乏实验操作限制了因果解释。

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引用次数: 0