Learning and Instruction最新文献_第4页

Peer collaboration as a pathway to scientific literacy: Effects of the PEER model training 同侪合作是通往科学素养的途径：同侪模式训练的效果

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-13 DOI: 10.1016/j.learninstruc.2025.102271

Marina Videnović , Ivana Stepanović Ilić , Jovan Ivanović , Dragica Pavlović Babić , Smiljana Jošić , Ksenija Krstić , Zorana Jolić Marjanović , Ana Altaras , Kristina Mojović Zdravković , Tijana Nikitović , Milana Rajić , Aleksandar Baucal

Background

The capacity for collaborative problem solving (CPS) has been identified as a key competence that facilitates the development of scientific literacy. However, spontaneous collaboration often takes an unproductive direction. Training can help students to collaborate more productively.

Aims

The PEER model training integrates four components of collaboration: P - managing personality differences; E − developing emotional intelligence; E − facilitating the exchange of ideas through dialogue; and R - utilizing external resources. The study employed an experimental design to evaluate the effects of the training on the development of adolescents' individual scientific literacy skills.

Sample

The final sample included 241 upper secondary school students (aged 16): 121 in the experimental group (EG) and 120 in the control group (CG).

Methods

All students completed parallel forms of a scientific literacy test, administered as pre- and post-tests. The EG received training and engaged in CPS in small groups, whereas the CG only engaged in CPS. The twelve schools were pair-matched and assigned to either condition. Mediation analysis was performed to examine whether the quality of collaboration mediated the effect of the PEER training.

Results

The EG demonstrated significantly greater improvement in scientific literacy skills than the CG. The training improved socio-cognitive, socio-emotional, and group relation regulation aspects of collaboration, thereby enhancing scientific literacy skills.

Conclusions

The results demonstrate the effectiveness of the training. Students in the EG have showed greater benefits from collaboration than those in the CG.

协作解决问题的能力（CPS）被认为是促进科学素养发展的关键能力。然而，自发的合作往往是一个非生产性的方向。培训可以帮助学生更有效地合作。PEER模式培训整合了协作的四个组成部分：P -管理个性差异；E -发展情商；E -通过对话促进思想交流；R -利用外部资源。本研究采用实验设计来评估训练对青少年个人科学素养技能发展的影响。最终样本包括241名16岁的高中生：实验组121名，对照组120名。方法所有学生都完成了科学素养测试的平行形式，分为前测试和后测试。EG接受培训并以小组形式参与CPS，而CG只参与CPS。这12所学校被配对，并被分配到任何一种情况下。通过中介分析来检验协作质量是否对同伴培训的效果起中介作用。结果EG组在科学素养技能方面的提高明显高于CG组。培训提高了协作的社会认知、社会情感和群体关系调节方面，从而提高了科学素养技能。结论培训效果良好。EG组的学生比CG组的学生更能从合作中获益。

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引用次数: 0

Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas? 对话中的创造力：孩子如何与父母和陌生人互动以产生创造性的想法？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-11 DOI: 10.1016/j.learninstruc.2025.102286

Honghong Bai , Luk Shu Chan , Aoxin Luo , Evelyn H. Kroesbergen , Stella Christie

Background

It is increasingly pointed out that creativity does not occur in isolation within individual minds but rather through continuous interactions between people.

Aims

This study investigated whether and how interactions revealing perspective taking within dyads influenced the generation of creative ideas.

Sample

Participants were 103 4- to 6-year-old Chinese children, 60 parents, and 43 university students.

Method

Children were semi-randomly assigned to working either with a (grand)parent (child-parent dyads, familiar context) or with a university student (child-stranger dyads, unfamiliar context) on the Alternative Uses Task (AUT), wherein the child and the adult subjects needed to “think together” of as many unusual uses as possible for five everyday objects. A novel coding scheme was designed and applied to analyze subjects’ verbalizations, differentiating two social processes: cognitive perspective taking, through which an exchange of ideas and thoughts takes place, and social-emotional perspective taking, which creates an open, accepting atmosphere.

Results

The child-parent dyads exhibited more cognitive perspective taking than the child-stranger dyads, but no group difference was found regarding their social-emotional perspective taking. Regardless of dyad type, dyads' cognitive perspective taking facilitated dyads' fluency and originality but hindered their appropriateness. Uniquely, people's perspective taking could differently influence their own and the their partner's creative performance, and these influences were often shaped by subject- (adult vs. child) and/or contextual-related (familiar vs. unfamiliar) characteristics.

Conclusions

Cognitive perspective taking is crucial for the emergence of creativity, whereas the role of social-emotional perspective taking remains unclear.

越来越多的人指出，创造力不是孤立地发生在个人的头脑中，而是通过人与人之间的持续互动。目的：本研究调查了两个人之间的互动是否以及如何影响创造性想法的产生。样本参与者包括103名4至6岁的中国儿童、60名家长和43名大学生。方法：儿童被半随机分配到与（祖父母）（孩子-父母二人组，熟悉的环境）或与大学生（孩子-陌生人二人组，不熟悉的环境）一起进行替代用途任务（AUT），其中儿童和成人受试者需要“一起思考”五种日常物品尽可能多的不寻常用途。设计并应用了一种新颖的编码方案来分析受试者的语言表达，区分两种社会过程：认知视角的采用，通过这种方式进行思想和思想的交流，以及社会情感视角的采用，这创造了一个开放、接受的氛围。结果亲子二联体表现出更多的认知视角，而亲子二联体表现出更多的社会情感视角。无论何种类型的二元组合，二元组合的认知视角都促进了二元组合的流畅性和独创性，但阻碍了它们的适当性。独特的是，人们的观点可以不同地影响他们自己和他们的伴侣的创造性表现，这些影响往往是由主体（成人与儿童）和/或情境相关（熟悉与不熟悉）的特征形成的。结论认知视角对创造力的产生至关重要，而社会情感视角的作用尚不清楚。

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引用次数: 0

Sequential thinking prompts for creative problem solving 顺序思维有助于创造性地解决问题

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-10 DOI: 10.1016/j.learninstruc.2025.102247

Gregory T. Boldt , James C. Kaufman

Background

To foster creativity in 21st century education, it is necessary to identify efficient instructional strategies capable of engaging and developing different thinking skills relevant to creativity.

Aims

This study examined how the use of sequential thinking prompts and engagement in key creative subprocesses enhanced creative problem solving.

Methods

A sample of 364 university students were randomly assigned to one of four experimental conditions. Whereas control group participants thought about the problem and presented their solution, treatment participants were provided with sequential thinking prompts emphasizing specific creative subprocesses: anchoring, generation, selection, exploration, and evaluation. Personal characteristics and subprocess engagement (i.e., time spent and words produced) were measured and served as covariates.

Results

Treatment group participants produced more creative solutions than control group participants (ds = .42–.52). This effect was fully mediated by subprocess engagement, as measured by time spent on task and the number of words produced. Amotivation was negatively associated with solution creativity. Engagement in the subprocess of anchoring emerged as a prominent, positive predictor of creative performance, highlighting the particular importance of setting goals and identifying constraints.

Conclusions

Together, these findings indicate that integrating an extended sequence of thinking prompts can enhance performance in creative problem-solving by increasing task engagement. Although further research is needed to determine optimal prompt types and sequences, such prompts could represent accessible instructional strategies that could stimulate creative thinking in diverse educational settings.

为了在21世纪的教育中培养创造力，有必要确定有效的教学策略，能够吸引和发展与创造力相关的不同思维技能。目的本研究考察了顺序思维的使用如何促进和参与关键的创造性子过程，从而提高创造性问题的解决能力。方法将364名大学生随机分为四组。控制组的参与者思考问题并提出解决方案，而实验组的参与者则被提供顺序思维提示，强调具体的创造性子过程：锚定、生成、选择、探索和评估。测量了个人特征和子过程参与（即花费的时间和产生的单词）并作为协变量。结果治疗组比对照组产生更多的创造性解决方案（ds = 0.42 ~ 0.52）。这种影响完全由子过程参与介导，通过任务花费的时间和产生的单词数量来衡量。动机与解决方案创造力呈负相关。锚定子过程中的参与度是创造性表现的一个突出的、积极的预测指标，突出了设定目标和确定约束条件的特别重要性。综上所述，这些研究结果表明，整合一系列扩展的思维提示可以通过增加任务参与度来提高创造性解决问题的表现。虽然需要进一步的研究来确定最佳的提示类型和顺序，但这些提示可以代表可访问的教学策略，可以在不同的教育环境中激发创造性思维。

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引用次数: 0

Classroom disruptions: Impact on teachers’ gaze patterns 课堂干扰：对教师注视模式的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-05 DOI: 10.1016/j.learninstruc.2025.102289

Sylvia Gabel , Christian Kosel , Rebekka Stahnke , Özün Keskin-Senkal , Aldin Alijagic , Andreas Gegenfurtner

Background

Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior.

Aims

Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert teachers to understand how classroom disruptions affect teachers’ gaze behavior and what constitutes effective monitoring.

Sample

The sample consisted of 15 expert and 18 novice teachers.

Methods

Participants watched a short classroom video in which several minor and one major disruption occurred while their eye movements were recorded with an eye tracker. We analyzed their scanpaths by comparing Shannon entropy values to investigate the predictability of gaze transitions and the stability of their gaze patterns.

Results

Compared to novices, experts showed higher transition probabilities in their gaze behavior, both before and after the major disruption. Similarly, experts showed lower entropy scores, indicating more stable gaze behavior, whereas novices with higher entropy scores showed exploratory gaze behavior. In general, experts showed more adaptive monitoring strategies, returning to their routine gaze behavior more quickly than novices after an unexpected disruption.

Conclusions

This study enriches the cognitive theory of visual expertise by adding new expertise characteristics of teachers’ dynamic gaze behavior and situation-specific skills in disruptive classroom events. At the same time, the results reveal monitoring strategies that can be addressed in teacher education to enhance professional vision and classroom management.

教师被期望在课堂上创造一个有效的学习环境，同时注意课堂上的干扰。这需要高度的监控能力，作为他们注意和专业视野的一部分。然而，新手教师往往难以处理危急情况，表现出无效的监督行为。目的利用动态扫描路径分析，本眼动追踪研究考察了新手教师和专家教师的监控策略，以了解课堂干扰如何影响教师的凝视行为，以及什么构成了有效的监控。样本由15名专家教师和18名新手教师组成。参与者观看了一段简短的课堂视频，视频中发生了几次轻微和一次严重的干扰，同时用眼动仪记录了他们的眼球运动。我们通过比较香农熵值来分析它们的扫描路径，以研究凝视转换的可预测性和凝视模式的稳定性。结果与新手相比，专家在重大干扰之前和之后的凝视行为中表现出更高的转换概率。同样，专家表现出较低的熵值，表明更稳定的凝视行为，而熵值较高的新手表现出探索性的凝视行为。总的来说，专家表现出更强的适应性监测策略，在意外中断后，他们比新手更快地恢复到常规的注视行为。结论本研究增加了破坏性课堂事件中教师动态凝视行为和情境特定技能的专业特征，丰富了视觉专业的认知理论。同时，研究结果揭示了在教师教育中可以解决的监控策略，以提高专业视野和课堂管理。

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引用次数: 0

Navigating uncertainty: the role of college students' cognitive styles and uncertainty intolerance in learning rate from a Bayesian inference perspective 驾驭不确定性：贝叶斯推理视角下大学生认知风格和不确定性不容性对学习率的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-05 DOI: 10.1016/j.learninstruc.2025.102290

Peng-Xing Ying, Mei-Ru Wang

Background

Self-regulated learning (SRL) involves monitoring and controlling cognitive processes, especially in uncertain environments. The Metacognitive and Affective model of Self-Regulated Learning (MASRL) highlights individual differences in SRL, yet the roles of cognitive style and intolerance of uncertainty remain underexplored.

Aims

This study examined (a) how cognitive styles correspond to learning performance, (b) whether learning rate mediates this relationship, and (c) whether intolerance of uncertainty moderates these effects.

Methods

Seventy-eight college students completed a probabilistic reward-based learning task after assessing cognitive style and intolerance of uncertainty. The Hierarchical Gaussian Filter (HGF) model estimated trial-by-trial learning rates as an index of monitoring and control. We conducted linear mixed effects analyses to examine the influence of different cognitive style tendencies on learning rate and used a multilevel structural equation model to assess the mediating role of learning rate and the moderating effect of intolerance of uncertainty.

Results

Learning rate mediated the relationship between cognitive style and performance in college students. The association between rational cognitive style and learning rate depended on intolerance of uncertainty: at low levels of intolerance, higher rationality corresponded to lower learning rate, whereas at higher levels, higher rationality corresponded to higher learning rate, with the relationship strengthening as intolerance increased.

Conclusions

Findings highlight the nuanced role of intolerance of uncertainty in SRL. While rational thinking supports adaptive learning, its benefits depend on uncertainty tolerance. This study underscores the need to integrate cognitive traits and uncertainty tolerance into SRL models and educational practices.

自我调节学习（SRL）涉及对认知过程的监测和控制，尤其是在不确定环境中。自我调节学习的元认知和情感模型（MASRL）强调了自我调节学习的个体差异，但认知方式和不确定性耐受的作用仍未得到充分探讨。目的：本研究考察(a)认知风格与学习表现之间的关系，(b)学习率是否在这种关系中起中介作用，以及(c)对不确定性的不容忍是否调节了这些影响。方法78名大学生在评估认知方式和不确定性不耐受程度后，完成一项基于概率奖励的学习任务。分层高斯滤波（HGF）模型估计了每次试验学习率作为监测和控制的指标。通过线性混合效应分析，考察不同认知风格倾向对学习率的影响，并采用多层次结构方程模型评估学习率的中介作用和不确定性不容性的调节作用。结果学习率在大学生认知风格与成绩之间起中介作用。理性认知方式与学习率的关系依赖于对不确定性的不容忍程度，不容忍程度低时，理性程度越高，学习率越低，不容忍程度高时，理性程度越高，学习率越高，这种关系随着不容忍程度的增加而增强。结论：研究结果强调了不确定性不耐受在SRL中的微妙作用。虽然理性思维支持适应性学习，但它的好处取决于对不确定性的容忍。本研究强调了将认知特征和不确定性容忍整合到SRL模型和教育实践中的必要性。

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引用次数: 0

Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings 混合大学学习中的小组协作：混合、F2F和远程环境下的协作质量对比

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-04 DOI: 10.1016/j.learninstruc.2025.102276

Sabine Schermeier , Anne Deiglmayr , Nikol Rummel

Background

Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes.

Aims

The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings.

Sample

N = 180 university students solved a collaborative task in groups of three.

Methods

Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product.

Results

Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product.

Conclusion

Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.

混合协作，即现场学习者和远程学习者使用在线工具一起工作，由于其在位置方面的高度灵活性，在教育环境中越来越受到重视。虽然有相当多的研究将面对面（F2F）与远程协作进行了比较，但关于混合设置的文献中存在明显的差距。现有研究表明，在混合协作中，远程学习者往往比现场学习者感觉更不投入，对学习过程和结果产生负面影响。本研究旨在评估与F2F和远程设置相比，混合模式下的协作质量。180名大学生以三人一组的方式完成了一项合作任务。方法将学生组随机分配到F2F、远程或混合协作模式。协作质量分析使用自我报告的学习者感知和外部观察者评分，跨越三个维度：学习者参与、交互质量和协作产品质量。结果在学习者参与和观察到的互动质量方面，条件没有差异。总体而言，远程条件比F2F和混合条件倾向于自我报告较低的交互质量。然而，唯一有统计学意义的差异是在远程和F2F条件之间的维度“维持相互理解”。最后，在协同产品质量方面，混合条件优于其他两种条件。结论：我们的研究揭示了混合条件的强大性能，其交互质量可与F2F协作相媲美。这为教育实践提供了机会。此外，我们的研究结果强调了研究混合协作的不同配置的重要性。

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引用次数: 0

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 : 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

Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection 在混合学习环境中促进在线参与：探索协作脚本和协作反思的组合

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-02 DOI: 10.1016/j.learninstruc.2025.102275

Arlind Avdullahu , Sebastian Strauß , Thomas Herrmann , Nikol Rummel

Background

Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning.

Aims

The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations.

Sample

n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five.

Methods

In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions.

Results

Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap.

Conclusions

Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges.

积极参与是协作学习的先决条件。在混合式协作中——同一地点的参与者和在线参与者在任务上进行协作——在线参与者的积极参与是一个可能影响协作学习的挑战。目的本研究旨在深入了解协作脚本和/或协作反思是否能促进在线参与者在混合协作中的积极参与。88名不同学术背景的大学生以四人或五人为一组完成了两项协作任务。方法采用2 × 2受试者间设计，我们进行了20次混合协作会议，其中2至3名同地参与者与2名在线参与者合作。根据他们的实验条件，各组1)不接受支持，2)使用协作脚本，3)使用反射支架，或4)两者都接受。通过分析与内容相关的贡献的数量和持续时间来评估积极参与。然后，我们比较了不同条件下同一地点和在线参与者之间的差异。结果我们的研究结果表明，在没有教学支持的情况下，在线参与者的参与程度明显低于同处一地的同龄人。我们的两种支持措施都没有以统计显著的方式影响这种参与差异。然而，我们的结果提供了一些描述性的证据，证明提供脚本和/或反思活动可能有助于缩小参与差距。结论我们的研究结果强调了在混合学习环境中，在线参与者可能比同地参与者参与更少的问题。协作脚本和协作反思可能是减少参与差距的合适方法。然而，进行严谨的研究来解决这些问题会带来方法论上的挑战。

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引用次数: 0

Fostering students' task-related emotions through a value-intervention: An experimental study 通过价值干预培养学生任务相关情绪的实验研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-02 DOI: 10.1016/j.learninstruc.2025.102291

M.-S. Wolff

Background

Achievement emotions are key predictors of students' engagement, learning, and well-being. However, students often experience negative emotions during academic tasks, which can hinder performance and motivation (e.g., Pekrun et al., 2002). Consequently, there is growing interest in instructional interventions aimed at improving emotional experiences. Utility-value interventions have demonstrated positive effects on students' motivation and performance (e.g., Brisson et al., 2017; Hulleman et al., 2010). Yet, their potential to regulate students’ emotional experiences during learning remains underexplored.

Aims

Drawing on Control-Value Theory and Situated Expectancy-Value Theory, this study investigates how a combined utility-value intervention influences task-related achievement emotions. It further examines whether these effects are mediated by situational value and control appraisals and moderated by course context and intervention timing.

Sample

Participants were 321 preservice teachers enrolled in two different course contexts at a German university.

Methods

A within-subjects experimental design was employed over one semester. Participants completed six online tasks, alternating between three tasks including a utility-value intervention and three non-intervention tasks. Achievement emotions, value and control appraisals were measured after each task. Multilevel conditional process analysis was used to examine direct and indirect intervention effects across time and contexts.

Results

The utility-value intervention enhanced students’ enjoyment and reduced negative emotions via increased value and control appraisals. However, these effects varied across course contexts and treatment timing.

Conclusions

Findings highlight the situational mechanisms through which utility-value interventions regulate achievement emotions. The study underscores the importance of context-sensitive and temporally adaptive instructional interventions to enhance emotional experiences in higher education.

成就情绪是学生参与、学习和幸福的关键预测因素。然而，学生在完成学业任务时经常会经历负面情绪，这会阻碍他们的表现和学习动机（例如，Pekrun et al., 2002）。因此，人们对旨在改善情感体验的教学干预越来越感兴趣。效用价值干预已证明对学生的动机和表现有积极影响（例如，Brisson等，2017；Hulleman等，2010）。然而，它们在调节学生学习过程中的情绪体验方面的潜力仍未得到充分发掘。目的利用控制价值理论和情境期望价值理论，探讨效用价值联合干预对任务相关成就情绪的影响。本研究进一步探讨了这些影响是否受到情境价值和控制评价的调节，并受到课程背景和干预时间的调节。样本参与者是德国一所大学的321名职前教师，他们参加了两门不同的课程。方法采用一学期的受试者内实验设计。参与者完成了六个在线任务，在三个任务之间交替进行，其中包括效用价值干预和三个非干预任务。在每项任务完成后测量成就情绪、价值和控制评估。采用多水平条件过程分析，考察不同时间和背景下的直接和间接干预效果。结果功利价值干预通过增加价值评价和控制评价，提高了学生的享受感，减少了学生的负性情绪。然而，这些效果因疗程背景和治疗时间而异。结论研究结果强调了功利价值干预调节成就情绪的情境机制。该研究强调了上下文敏感和时间适应性教学干预对增强高等教育中的情感体验的重要性。

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引用次数: 0

Creating and testing adaptive guidance for thermodynamics classroom instruction 创建和测试热力学课堂教学自适应指导

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 DOI: 10.1016/j.learninstruc.2025.102261

Sarah Bichler , Libby Gerard , Brian Riordan , Jonathan Lim-Breitbart , Marcia C. Linn

Background

Adaptive instruction tailors learning to individual students by responding to their evolving ideas.

Aims

This study uses principles of Knowledge Integration (KI) and cognitive activation to inform the design of adaptive instruction that integrates system-driven and teacher-led activities and examines how students’ conceptual understanding and disciplinary ideas progress during implementation.

Participants

Two middle school science teachers and 272 students.

Method

In regular classrooms, students engaged with an adaptive thermodynamics unit. Based on real-time formative assessment scores (T1), students received condition-specific activities featuring three adaptive elements (example response, guiding question, and interactive model), revised their explanations (T2), participated in teacher-led instruction, and revised again (T3). Explanations were automatically scored for the level of knowledge integration and disciplinary ideas at three time points. A pre-post item is used to assess overall learning gains. Learning process data is quantified for additional insight.

Results

Linear mixed-effects models showed that students with emerging understanding at T1 benefited most from the adaptive activities. Students expressing connected ideas at T1 decreased their knowledge integration level across the revisions of the formative assessment but improved most from pre-to posttest. Analysis of student-generated improvement suggestions revealed that many students identified target domain ideas during the adaptive activity.

Conclusions

The adaptive design successfully integrated automated and teacher-led instruction and supported the development of condition-specific target ideas. However, students need help to retain, rather than replace, relevant ideas. Future studies should evaluate the design against a non-adaptive control group to determine the added value of adaptivity.

适应性教学通过回应学生不断变化的想法来为他们量身定制学习。本研究利用知识整合（KI）和认知激活的原则，为适应性教学的设计提供信息，该教学整合了系统驱动和教师主导的活动，并研究了学生的概念理解和学科思想在实施过程中的进展情况。参与者：2名中学科学教师和272名学生。方法在常规课堂上，学生们学习自适应热力学单元。根据实时形成性评估分数（T1），学生接受具有三个适应性要素（示例回答、引导问题和互动模型）的情境特定活动，修改自己的解释（T2），参加教师主导的指导，再次修改（T3）。在三个时间点，对知识整合水平和学科思想的解释进行自动评分。工作前项目用于评估总体学习收益。学习过程数据被量化以获得更多的见解。结果线性混合效应模型显示，初具理解能力的学生从适应性活动中获益最大。学生在T1表达相关想法时，其知识整合水平在形成性评估的修订中有所下降，但从测试前到测试后提高幅度最大。对学生提出的改进建议的分析表明，许多学生在适应性活动中确定了目标领域的想法。结论自适应设计成功地集成了自动化和教师主导的教学，并支持了特定条件目标思想的发展。然而，学生需要帮助来保留而不是替换相关的思想。未来的研究应该针对非适应性对照组来评估设计，以确定适应性的附加价值。

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引用次数: 0