Learning and Instruction最新文献_第2页

The role of rhythm in learning to read in children with and without reading difficulties: an intervention study 节奏在有和无阅读困难儿童学习阅读中的作用：一项干预研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-02 DOI: 10.1016/j.learninstruc.2025.102273

Nicolás Gutiérrez-Palma , Nuria Calet , María Auxiliadora Robles-Bello , Nieves Valencia-Naranjo

Background

Recent research indicates that rhythm can influence the development of phonological awareness and, thus, the learning to read.

Aims

This work aimed to test the relationship between rhythm and reading in Spanish through an intervention study in children with and without reading difficulties.

Methods

We used a pre-test/post-test design and worked with a sample of 131 children in the first year of primary education (29 with reading difficulties) who were randomly assigned to three groups, depending on whether they received training on phonological awareness, rhythm, or phonological awareness and rhythm. For rhythm training, exercises based on reproducing the sequence of stressed and unstressed syllables of one or more words using the syllable “la” were used. In the phonological awareness-only or rhythm-only groups, mathematical exercises were also used.

Results

The results indicated that children improved in word reading in all training groups. Mediation analyses with the whole sample suggested that rhythm was related to word reading through phonological awareness. Moreover, children without difficulties improved in phonological awareness, but to a greater extent in the groups where rhythm was trained. Children with difficulties improved in reading pseudowords, but only when phonological awareness or rhythm was trained separately.

Conclusions

These results suggest that rhythm training can facilitate the development of phonological awareness. For children with reading difficulties, rhythm training may be useful for improving the reading of novel words, but it should be done separately from phonological awareness.

最近的研究表明，节奏可以影响语音意识的发展，从而影响阅读的学习。目的本研究旨在通过对有和无阅读困难儿童的干预研究来测试西班牙语节奏和阅读之间的关系。方法采用前测/后测设计，对131名小学一年级儿童（其中29名有阅读困难）进行研究，根据他们是否接受语音意识、节奏训练或语音意识和节奏训练，将他们随机分为三组。对于节奏训练，练习的基础是用音节“la”再现一个或多个单词的重读音节和非重读音节的顺序。在语音意识组和节奏组中，还进行了数学练习。结果各训练组儿童阅读能力均有提高。对整个样本的中介分析表明，节奏通过语音意识与单词阅读有关。此外，没有困难的儿童在语音意识方面有所提高，但在节奏训练组中提高的程度更大。有困难的儿童在阅读假词方面有所改善，但只有在语音意识或节奏分开训练时才会有所改善。结论节奏训练对语音意识的发展有促进作用。对于有阅读困难的孩子，节奏训练可能有助于提高对新单词的阅读，但应该与语音意识分开进行。

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引用次数: 0

Spaced instruction for psychological concepts: Insights from interpersonal brain synchronization and students’ perceptions of teaching 心理学概念的间隔教学：来自人际大脑同步和学生教学感知的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-12 DOI: 10.1016/j.learninstruc.2026.102320

Xiaojun Cheng , Wenyuan Liao , Haichan Cui , Yafeng Pan , Yinying Hu

Background

Spaced instruction, which reinforces concepts through repetitions over time or across topics, improves learning outcomes compared to massed instruction, which involves minimal or no intervals between repetitions. While researchers have explored the mechanisms from an individual perspective (i.e., student learning), neurocognitive mechanism of spaced instruction remains elusive.

Aims

This study aimed to investigate spaced instruction in laboratory settings that simulate real-world teaching scenarios and to elucidate its underlying neural mechanisms.

Sample and methods

This study recruited two groups (the spaced and massed groups) to learn psychological concepts via instructional videos. Throughout the video recording and viewing sessions, the brain activities of the teacher and student were measured by using EEG.

Results

The spaced group exhibited superior learning outcomes compared to the massed group. Furthermore, these improved learning outcomes in the spaced group were positively associated with perceived teacher-student interaction and positive evaluations of teaching quality. At the neural level, the spaced group showed greater interpersonal brain synchronization (IBS) between the teacher and student in the alpha band of the frontal cortex compared to the massed group. This increased IBS in the spaced group predicted superior learning outcomes and was associated with positive evaluations of teaching quality. Further mediation analysis suggested that the positive evaluations mediated the relation between IBS and learning outcomes.

Conclusions

This study highlight the potential role of students’ perceptions of teaching in the spacing effect, providing deeper insight into its underlying mechanisms.

间隔教学，通过一段时间或跨主题的重复来强化概念，与集中教学相比，可以提高学习效果，集中教学只需要很少的重复时间或没有间隔。虽然研究人员已经从个体角度（即学生学习）探索了这种机制，但间隔教学的神经认知机制仍然难以捉摸。目的本研究旨在探讨在实验室环境下模拟真实教学场景的间隔教学，并阐明其潜在的神经机制。样本和方法本研究招募了两组（间隔组和密集组）通过教学视频学习心理学概念。在录像和观看过程中，利用脑电图测量了教师和学生的大脑活动。结果间隔学习组的学习效果明显优于密集学习组。此外，间隔组的这些学习成果的改善与师生互动感知和教学质量的积极评价呈正相关。在神经水平上，与密集组相比，间隔组师生在额叶皮层α带表现出更大的人际大脑同步（IBS）。间隔组IBS的增加预示着更好的学习成果，并与对教学质量的积极评价有关。进一步的中介分析表明，积极评价在IBS与学习成绩之间起中介作用。结论本研究强调了学生对教学的认知在间隔效应中的潜在作用，为其潜在机制提供了更深入的认识。

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引用次数: 0

The impact of teacher humour on teaching quality and student learning: An experimental approach 教师幽默对教学质量和学生学习的影响：一种实验方法

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-01 DOI: 10.1016/j.learninstruc.2025.102311

Sonja Bieg , Hassan Banaruee , Markus Dresel

Background

It is assumed that teacher humour promotes social relationships and enhances learning processes among students. Nonetheless, there has been no systematic investigation beyond correlational studies into how different types of humour influence distinct dimensions of teaching quality and students’ learning processes.

Aims

We used an experimental approach in two studies to examine the impact of various types of teacher humour on experts' ratings and students' perceptions of teaching quality, as well as on students’ motivation and emotions.

Samples

Study 1 included 206 experts and Study 2 included 325 students.

Methods

In both studies, participants were randomly assigned to one of five experimental groups, in which they were shown video recordings of lessons that were identical in content but differed in terms of the humour used by the teacher. Subsequently, the participants rated the teaching quality of this lesson (teacher-student relationship, interestingness, clarity, time on task). In Study 2, students additionally reported on their motivation and their emotions while watching the video-recorded lesson.

Results

In both studies, results revealed that course-related humour promotes teacher-student relationship and interestingness (no effects were observed for clarity and time on task). Moreover, course-related humour led to increased intrinsic motivation, enjoyment and reduced negative emotions in students. Structural equation modelling revealed indirect effects of different types of humour on students’ motivation and emotions via teaching quality.

Conclusions

Our findings indicate that humour that is course-related can improve socio-emotional and motivational dimensions of teaching quality and enhance students’ intrinsic motivation and emotional experiences.

教师幽默可以促进学生之间的社会关系和学习过程。然而，除了相关研究之外，还没有对不同类型的幽默如何影响教学质量和学生学习过程的不同维度进行系统的调查。目的我们在两项研究中采用实验方法来检验不同类型的教师幽默对专家评分和学生对教学质量的看法，以及对学生动机和情绪的影响。研究1包括206名专家，研究2包括325名学生。在这两项研究中，参与者被随机分配到五个实验组中的一个，在实验组中，他们观看了内容相同但教师幽默不同的课程录像。随后，参与者对这节课的教学质量进行了评分（师生关系、趣味性、清晰度、完成任务的时间）。在研究2中，学生们在观看视频课程时还报告了他们的动机和情绪。结果两项研究的结果都显示，与课程相关的幽默促进了师生关系和兴趣（对任务的清晰度和时间没有影响）。此外，与课程相关的幽默增加了学生的内在动机和乐趣，减少了负面情绪。结构方程模型揭示了不同幽默类型通过教学质量对学生动机和情绪的间接影响。结论与课程相关的幽默可以提高教学质量的社会情感和动机维度，增强学生的内在动机和情感体验。

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引用次数: 0

Change and transmission of students' and teachers’ lesson-specific emotions 学生和教师特定课程情绪的变化和传递

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-16 DOI: 10.1016/j.learninstruc.2025.102298

Matilda Sorkkila , Lars-Erik Malmberg , Sanni Pöysä , Noona Kiuru , Marja-Kristiina Lerkkanen , Eija Pakarinen

Background

Although it is known that positive emotions in school benefit both students and teachers, students' emotions and teachers’ emotions are rarely examined together. Furthermore, emotions are rarely examined as lesson-specific, that is, as state-like that vary from one lesson to another.

Aims

Building on the emotion transmission literature, the aim of the present study was to examine the change in Finnish primary school students' and teachers' emotions during a school day. We furthermore aimed to investigate, how students' and teachers’ positive and negative emotions transmit from teachers to students and from students to teachers.

Sample

The participants were 20 primary school teachers (85 % females; Mage = 45 years) and their 258 students (49.2 % females; Mage = 10 years).

Methods

The participants reported their lesson-specific emotions 1–4 times using a mobile-based instrument during one school day. The data were analyzed using cross-classified multilevel modeling.

Results

The results showed that teachers' negative emotions decreased during the school day. Furthermore, teachers' higher negative emotions predicted lower positive emotions in students, and students’ higher positive emotions predicted lower negative emotions in teachers.

Conclusions

These results provide novel information about the dynamic and interrelated nature of emotions in real-time classroom settings and generate new openings for interventions of emotional regulation for both teachers and students.

虽然我们都知道学校的积极情绪对学生和教师都有好处，但学生的情绪和教师的情绪很少被放在一起研究。此外，情绪很少被作为特定课程来研究，也就是说，从一个课程到另一个课程都是不同的状态。目的本研究以情绪传递相关文献为基础，探讨芬兰小学生和教师在校期间情绪的变化。在此基础上，我们进一步探讨了学生和教师的积极情绪和消极情绪是如何从教师传递给学生、从学生传递给教师的。研究对象为20名小学教师（85%为女性，年龄45岁）及其258名学生（49.2%为女性，年龄10岁）。方法参与者在一天的学习中使用移动仪器报告1-4次他们的特定课程情绪。采用交叉分类多层次模型对数据进行分析。结果结果显示，教师的负性情绪在上学期间有所下降。此外，教师较高的负性情绪预测学生较低的积极情绪，学生较高的积极情绪预测教师较低的负性情绪。结论这些结果为实时课堂环境中情绪的动态和相互关联性质提供了新的信息，并为教师和学生的情绪调节干预开辟了新的途径。

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引用次数: 0

Efficacy of a mathematical structuring competence intervention for talented students: A randomized controlled field trial 数学结构能力干预对天才学生的效果：一项随机对照实地试验

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-25 DOI: 10.1016/j.learninstruc.2025.102295

Judith Havemann , Ann-Kathrin Jaggy , Katrin Kunz , Ulrich Trautwein , Walther Paravicini

Background

Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking.

Aims

We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmetic performance and mathematics-related motivational dispositions as secondary outcomes. The intervention was conducted online and involved two core components: inquiry-based learning and mathematically rich pattern tasks.

Sample

We collected data from 104 talented 2nd to 5th graders (32 girls) participating in an extracurricular STEM enrichment program.

Methods

We used a randomized controlled field trial with repeated measures and a treated control group to evaluate the efficacy of the intervention. Multiple linear regression analyses were calculated to test for intervention effects.

Results

Students in the intervention group developed more sophisticated MSC than those in the control group (β = 0.46, p < .001). No differential intervention effects on MSC were found, indicating that all students, regardless of their prior knowledge, fluid intelligence, gender, or grade level, benefited equally from the intervention. The intervention did not significantly affect arithmetic performance or motivational dispositions.

Conclusions

The study showed that talented students' MSC can be promoted by combining inquiry-based learning with mathematically rich pattern tasks. Thus, our study enriches previous studies on MSC-related competencies in regular school settings and ultimately enhances knowledge on how to promote talented students’ MSC.

数学结构能力（MSC）——识别、应用和构建模式和结构的能力——是数学教育的重要组成部分，也是数学人才的基本特征。然而，对于MSC的培养，特别是人才的提升，还缺乏系统的方法。目的：我们评估了一种新开发的干预措施的有效性，该干预措施将提高天才学生的MSC作为主要结果，并将其算术表现和与数学相关的动机倾向作为次要结果。干预是在线进行的，涉及两个核心部分：基于探究的学习和数学丰富的模式任务。我们收集了104名有天赋的二年级至五年级学生（32名女孩）参加课外STEM丰富项目的数据。方法采用重复测量的随机对照现场试验和治疗对照组来评价干预的效果。采用多元线性回归分析检验干预效果。结果干预组学生的MSC水平高于对照组（β = 0.46, p < .001）。没有发现干预对MSC的差异影响，这表明所有学生，无论他们的先验知识、流体智力、性别或年级水平如何，都从干预中同等受益。干预没有显著影响算术表现或动机倾向。结论探究性学习与数学模式任务相结合可以促进高材生的理科素养。因此，我们的研究丰富了以往关于普通学校环境中MSC相关能力的研究，并最终提高了如何促进有才华的学生MSC的知识。

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引用次数: 0

Physiological synchrony amongst medical residents during crisis management simulation training and a video-based assessment of leaders’ performance 在危机管理模拟训练和基于视频的领导人绩效评估期间，医疗居民的生理同步

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-09 DOI: 10.1016/j.learninstruc.2025.102302

Lucia Patino Melo , Sebastian Wallot , Keerat Grewal , Matthew Moreno , Osamu Nomura , Jason M. Harley

Background

Complex learning dynamics exist in ecologically valid collaborative learning environments, such as medical simulation training. Although medical scenarios are known to elicit emotional responses, the role of these emotions in shaping team performance is often overlooked. Physiological synchrony (PS) offers a promising lens to explore these emotional dynamics and, when integrated with multimodal learning analytics, can enhance our understanding of collaborative processes in medical teams, including the team leaders’ performance.

Theoretical framework

This study was guided by socially-shared regulated learning and the control-value theory of achievement emotions. We used these theories to operationalize and situate physiological arousal as an emotional expression component, draw insight from the context simulation training occurred in, and interpret findings.

Aims

To examine PS among medical residents undergoing crisis resource management (CRM) simulation training and explore its relationship with team leaders’ performance.

Sample

Participants were 29 medical trainees grouped into 9 teams participating in team-based simulations.

Methods

A field-based, quantitative approach was employed. Electrodermal activity (EDA) was used to assess participants' emotional arousal, and Multidimensional Recurrence Quantification Analysis (MdRQA) was used to evaluate PS. Team leaders’ performance was scored using the Ottawa Global Rating Scale.

Results

PS was observed among team members during both pre-simulation and simulation phases. Preliminary results revealed that PS was positively correlated with team leader performance.

Conclusion

Findings offer novel insights into the existence and role of PS in ecologically-valid team-based medical simulation education. PS may reflect important aspects of teams' emotional arousal and, while preliminary, team leaders’ performance.

复杂的学习动态存在于生态有效的协作学习环境中，如医学模拟训练。虽然我们知道医疗场景会引发情绪反应，但这些情绪在塑造团队表现方面的作用往往被忽视。生理同步（PS）为探索这些情绪动态提供了一个有希望的视角，当与多模态学习分析相结合时，可以增强我们对医疗团队协作过程的理解，包括团队领导者的表现。本研究以社会共享调节学习理论和成就情绪控制价值理论为指导。我们使用这些理论来操作和定位生理唤醒作为情绪表达的组成部分，从模拟训练发生的环境中获得见解，并解释研究结果。目的探讨住院医师在接受危机资源管理（CRM）模拟训练时的主观情绪，并探讨其与团队领导绩效的关系。样本参与者是29名医学实习生，他们被分成9个小组，参与基于团队的模拟。方法采用实地定量分析方法。采用皮肤电活动（EDA）评估被试的情绪唤醒，采用多维递归量化分析（MdRQA）评估被试的情绪唤醒。采用渥太华全球评分量表对团队领导的表现进行评分。结果在模拟前和模拟阶段均可观察到团队成员的sps。初步结果显示，团队绩效与PS呈正相关。结论研究结果对PS在生态有效的团队医学模拟教学中的存在和作用提供了新的认识。PS可能反映了团队情绪唤起的重要方面，虽然是初步的，但也反映了团队领导者的表现。

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引用次数: 0

Mechanisms to prepare for future learning: A think-aloud study 为未来学习做准备的机制：一项有声思考研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-27 DOI: 10.1016/j.learninstruc.2025.102309

Katharina Ockl, Inga Glogger-Frey

Background

Preparation-for-learning is expected to foster learning-relevant cognitive processes to prepare learners for subsequent instruction. Various degrees of generation can prepare learners differently through such cognitive mechanisms. Open-problem-solving can make learners more aware of knowledge gaps, while self-explaining a solution of the same problem can help learners to process relevant learning content more deeply.

Aims

This study compares the cognitive processes during different forms of preparation and their influence on learning outcomes.

Sample

135 undergraduate psychology students participated in this study.

Methods

Participants were randomly assigned to a preparation condition and either invented a solution (inventing, n = 66) or self-explained a worked-out solution (worked example, n = 69). While working on the preparation task, participants were asked to think aloud. The cognitive process variables 'expressed knowledge gaps' and 'deep feature processing' were coded. After the preparation phase, participants watched an instructional video and completed a post-test targeting near and far transfer.

Results

Students who self-explained a worked example processed deep features more deeply, which in turn had a positive effect on near transfer, but not on far transfer. Conversely, students expressed more knowledge gaps while inventing, but more expressed knowledge gaps revealed no effect on either near or far transfer. Overall, self-explaining a worked example led to better far transfer, but not to better near transfer.

Conclusion

This study shows that a worked example can prepare learners for far transfer, and deep-feature processing even mediates outcomes in part. The various preparation activities foster different cognitive mechanisms.

学习准备旨在促进与学习相关的认知过程，使学习者为后续教学做好准备。不同程度的生成可以通过这种认知机制使学习者做好不同的准备。开放式问题解决可以让学习者更加意识到知识空白，而自我解释同一问题的解决方案可以帮助学习者更深入地处理相关的学习内容。目的比较不同准备形式下的认知过程及其对学习效果的影响。样本：135名心理学本科生参与本研究。方法参与者被随机分配到一个准备条件下，要么发明一个解决方案（发明，n = 66），要么自我解释一个解决方案（工作示例，n = 69）。在准备任务时，参与者被要求大声思考。认知过程变量“表达的知识差距”和“深度特征处理”被编码。在准备阶段结束后，参与者观看了一段教学视频，并完成了一项针对近距离和远距离迁移的后测试。结果自我解释的学生对深层特征的处理更深入，这对近迁移有积极影响，而对远迁移没有积极影响。相反，学生在发明过程中表达了更多的知识差距，但更多的知识差距对近距离和远距离迁移没有影响。总的来说，自我解释一个有效的例子导致更好的远迁移，但不是更好的近迁移。结论本研究表明，一个工作实例可以为学习者的远程迁移做准备，深度特征处理甚至在一定程度上调节了结果。不同的准备活动培养不同的认知机制。

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引用次数: 0

Exploring young learners’ prompted and unprompted SRL think-alouds 探索青年学习者的提示式和非提示式自主思考

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-16 DOI: 10.1016/j.learninstruc.2025.102294

Rebecca Pape, Joachim Thomas

Background

Think-aloud data have been identified as a valuable source for fine-grained analyzes aimed at understanding learning processes. Yet, they are rarely used to investigate how self-regulated learning (SRL) can be supported in computer-based learning environments (CBLEs). Young learners at lower secondary level have been found to be in a transitional phase of developing metacognitive SRL skills. In this phase, metacognitive prompting may encourage metacognitive SRL in CBLEs. To gain insights into supporting young learners' SRL in CBLEs, the present study used the think-aloud method and process mining to explore prompted and unprompted learners’ utterances related to recall learning performance, metacognitive SRL activities, and the sequential structure of these activities.

Methods

In a between-subjects experimental design, secondary students completed a 30-min CBLE learning session while thinking aloud, with either metacognitive prompts (n = 17) or no prompts (n = 16).

Results

The fine-grained analysis of the think-aloud data showed that learning with metacognitive prompts led to higher domain-general metacognitive SRL activities. Regarding learning performance, no significant differences were found. Process models indicated that prompted learners’ process structures resembled traditional SRL models more closely and that they engaged in reflection activities more often at the end of a learning sequence than the control group.

Conclusion

This study revealed fine-grained differences between prompted and unprompted metacognitive SRL activities in young learners. Think-aloud data, combined with process mining, proved to be useful for identifying metacognitive processes. This study, thereby, extends the current debate on the development of metacognitive SRL skills in young learners.

有声思考数据已被确定为旨在理解学习过程的细粒度分析的有价值的来源。然而，它们很少用于研究如何在基于计算机的学习环境中支持自我调节学习（SRL）。发现初中阶段的青少年学习者正处于发展元认知语言技能的过渡阶段。在这个阶段，元认知提示可能会促进电缆中的元认知SRL。本研究采用有声思考方法和过程挖掘方法，探讨提示和非提示学习者的话语与回忆学习绩效、元认知SRL活动以及这些活动的顺序结构之间的关系。方法在受试者间实验设计中，中学生在大声思考的同时完成30分钟的CBLE学习，有元认知提示（n = 17）或没有提示（n = 16）。结果对大声思考数据的细粒度分析表明，使用元认知提示学习导致更高的域通用元认知SRL活动。在学习成绩方面，没有发现显著差异。过程模型表明，提示学习者的过程结构与传统的SRL模型更接近，并且在学习序列结束时，他们比对照组更频繁地进行反思活动。结论提示性和非提示性元认知活动在青年学习者中存在细微差异。有声思维数据与过程挖掘相结合，被证明对识别元认知过程很有用。因此，本研究扩展了目前关于年轻学习者元认知语言技能发展的争论。

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引用次数: 0

Cognitive aspects of video-based learning with instructor presence depend on pedagogical approaches: A perspective from motivating styles 教师在场的视频学习的认知方面取决于教学方法：从激励风格的角度来看

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-17 DOI: 10.1016/j.learninstruc.2025.102299

Yamei Zhang , Xiaojun Sun , Jing Ma

Background

Instructor presence is a critical feature that should be considered when designing video lectures. However, its influence on cognitive aspects of learning is mixed. Such inconsistencies imply the likelihood of moderators shaping the influence. Motivating styles (i.e., autonomy-supportive, controlling and neutral teaching), the most concerned pedagogical approaches, may be such a moderator.

Aim

This study examines how the influence of instructor presence on the cognitive aspects of learning, including learning outcomes, attention (i.e., visual attention allocation and concentration), and extraneous cognitive load, varies with motivating styles.

Sample and methods

A three (motivating styles: autonomy-supportive vs. controlling vs. neutral teaching) × two (instructor presence: present vs. absent) between-subjects eye-tracking experiment was conducted among 181 university students.

Results

While instructor presence reduced visual attention to the knowledge area regardless of the instructor's motivating style, its effects on learning outcomes (albeit only in terms of retention), concentration, and extraneous load were conditional on it. Specifically, compared with the instructor-absent condition, under autonomy-supportive teaching, instructor presence decreased retention and concentration, but did not affect extraneous load; under controlling teaching, instructor presence did not impact retention, but damaged concentration and boosted extraneous load; under neutral teaching, instructor presence promoted retention without affecting concentration or extraneous load.

Conclusions

The findings imply that the facilitating effect of instructor presence as a social cue and its detrimental effect as a seductive detail can dominate one another or cancel each other out under specific motivating styles. Hence, pedagogical approaches can shape the effects of instructor presence.

背景教师在场是设计视频讲座时应该考虑的一个关键特征。然而，它对学习的认知方面的影响是混合的。这种不一致暗示了调节者塑造影响的可能性。激励风格（即自主支持、控制和中立的教学），最受关注的教学方法，可能就是这样的调节者。目的本研究探讨了教师在场对学习认知方面的影响，包括学习成果、注意力（即视觉注意力分配和集中）和外部认知负荷，如何随激励方式而变化。样本与方法对181名大学生进行了三种激励方式（自主支持型、控制型、中立型）×二种激励方式（教师在场型、缺席型）的被试眼动追踪实验。结果：尽管教师的存在降低了对知识领域的视觉注意力，而与教师的激励方式无关，但其对学习成果（尽管仅在保留方面）、注意力和外来负荷的影响是有条件的。具体而言，与教师缺席相比，自主支持教学下，教师在场降低了记忆和注意力，但不影响外部负荷；在控制教学下，教师的存在不影响记忆，但破坏了注意力，增加了额外的负荷；在中性教学下，教师在场促进记忆，而不影响注意力集中或额外的负荷。结论在特定的激励方式下，教师在场作为社会提示的促进作用和作为诱惑细节的有害作用可以相互支配或相互抵消。因此，教学方法可以塑造教师在场的效果。

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引用次数: 0

Experimental evidence on the effects of preservice teachers’ growth and fixed mindsets on teaching self-efficacy and anticipated instructional practices 职前教师成长和固定心态对教学自我效能感和预期教学实践影响的实验证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-22 DOI: 10.1016/j.learninstruc.2025.102266

Patricia Schwiering , Anke Heyder

Aims

Growth versus fixed mindsets refer to beliefs about the malleability (growth mindset) or stability (fixed mindset) of individual characteristics. While prior research has focused on students' mindsets, experimental studies targeting teachers' mindsets about student abilities are scarce. We investigated the effects of a brief growth-mindset intervention on preservice teachers' school career counseling, expectations, anticipated teaching self-efficacy, emotions, stress, and teaching practices.

Methods

In a preregistered experiment, we randomly assigned 306 preservice teachers to the intervention group or control group. The intervention group reflected on their mission as teachers which fostered growth mindsets in earlier research. Both groups then reported their mindset, read the vignette of a fictitious low-achieving student, reported their expectations, wrote a school career counseling letter to the student, and reported their anticipated teaching self-efficacy, emotions, stress, and teaching practices.

Results

The intervention group reported a stronger growth mindset than the control group, higher teaching self-efficacy expectations, a higher likelihood of using instructional practices that foster cognitive stimulation and autonomy, and a lower likelihood of using performance practices. Structural equation modeling showed that affecting preservice teachers' mindsets changed their anticipated teaching self-efficacy and practices. Most school career counseling texts were growth mindset oriented. The intervention and control group did not differ in their texts’ overall mindset orientation, though the intervention group used more sentences and offered descriptively more help.

Conclusion

Fostering growth mindsets in preservice teachers affected their teaching self-efficacy, anticipated instructional practices, and–to some extent–the way they counsel low-achieving students.

成长与固定心态是指对个人特征的可塑性（成长心态）或稳定性（固定心态）的信念。虽然先前的研究主要集中在学生的心态上，但针对教师对学生能力的心态的实验研究很少。研究了成长心态干预对职前教师学校职业咨询、期望、预期教学自我效能感、情绪、压力和教学实践的影响。方法采用预注册实验，将306名职前教师随机分为干预组和对照组。干预组反思了他们作为教师的使命，在早期的研究中培养了成长心态。然后，两组都报告了他们的心态，阅读了一个虚构的成绩差的学生的小短文，报告了他们的期望，给学生写了一封学校职业咨询信，报告了他们对教学自我效能感、情绪、压力和教学实践的预期。结果干预组学生成长心态较对照组强，教学自我效能预期较高，采用促进认知刺激和自主的教学实践的可能性较高，而采用绩效实践的可能性较低。结构方程模型显示，影响职前教师心态会改变其预期教学自我效能感和教学实践。大多数学校职业咨询文本以成长心态为导向。干预组和对照组在文本的整体思维取向上没有差异，尽管干预组使用了更多的句子，并提供了更多的描述性帮助。结论培养职前教师成长型思维会影响其教学自我效能感、预期教学实践，并在一定程度上影响其辅导低年级学生的方式。

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引用次数: 0