Learning and Instruction最新文献_第5页

Effects of a mathematical language intervention on mathematical development in preschool dual language learners 数学语言干预对学龄前双语学习者数学发展的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-29 DOI: 10.1016/j.learninstruc.2025.102269

Eylül Turan , Davina Van den Broek , Elke Peters , Bert De Smedt , Joke Torbeyns

Background

Intervention studies suggested that instruction in mathematical language enhances preschoolers’ early numerical competencies, with mixed effects. This research focused on single language learners (SLLs) and rarely included dual language learners (DLLs). Because DLLs have been found to have limited knowledge of quantitative language, we do not know whether interventions on mathematical language are equally or even more effective for DLLs.

Aims

This study investigated the effectiveness of a teacher-delivered quantitative language intervention on preschoolers' quantitative language and numerical competencies. We determined whether children's language status (i.e., DLLs versus SLLs) influenced potential intervention effects.

Sample

Participants were 154 children (aged 3- to 5-year-old).

Methods

Schools were randomly assigned to a quantitative language intervention or an active control condition. Children in the intervention condition received three picture books read by their teacher with embedded quantitative language content. The active control group received similar books without quantitative language content. Classroom teachers had to read each book 3 times over 3 weeks. Children were tested before and after the intervention on quantitative language and numerical competencies.

Results

The intervention had positive effects on DLLs' quantitative language, η_p² = .049. We observed a positive effect on some SLLs' quantitative language, but only when children who performed at maximum on the pretest were discarded. There were no significant effects of the intervention on children's numerical competencies.

Conclusion

Findings indicate the efficacy of quantitative language interventions on mathematical language skills. More work is needed to understand how to best promote children's and DLLs' numerical competencies.

背景：干预研究表明，数学语言教学可以提高学龄前儿童的早期数字能力，但效果好坏参半。这项研究主要集中在单语学习者（sll）身上，很少涉及双语学习者（dll）。由于发现dll对定量语言的了解有限，我们不知道对数学语言的干预是否对dll同样有效，甚至更有效。目的本研究探讨了教师提供的定量语言干预对学龄前儿童定量语言和数字能力的影响。我们确定了儿童的语言状态（即，非语言语言与非语言语言）是否会影响潜在的干预效果。样本参与者为154名儿童（3- 5岁）。方法将学校随机分为定量语言干预组和主动对照组。干预组的孩子收到了三本绘本，绘本由老师朗读，绘本中嵌入了定量语言内容。积极对照组接受类似的书籍，但没有定量的语言内容。课堂教师必须在三周内将每本书读三遍。在干预前后对儿童进行定量语言和数字能力测试。结果干预对患者定量语言能力有显著的正向影响，χ 2 = 0.049。我们观察到对一些特殊语言学习者的定量语言有积极的影响，但只有当在前测中表现最好的孩子被丢弃时。干预对儿童的数字能力没有显著影响。结论定量语言干预对数学语言技能的影响是有效的。我们需要做更多的工作来了解如何最好地促进儿童和dll的数字能力。

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引用次数: 0

Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention 感知目标不变：工作自主性、自我效能感对挪威教师和校长内在动机、职业倦怠和离职倾向的中介作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-31 DOI: 10.1016/j.learninstruc.2025.102306

Johannes L. Hatfield , Bård Kuvaas

Background

Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as Perceiving Goals as.

Invariable

(PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited.

Aims

This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy.

Sample

Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication).

Methods

Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms.

Results

PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes.

Conclusions

This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings.

基于问责制的教育系统越来越强调通过关键绩效指标（kpi）进行绩效监控，特别是在2001年所谓的“PISA冲击”之后。虽然这些指标旨在提高标准，但它们也可能导致教育工作者将目标视为刚性和不可协商的-被称为感知目标不变（PGI）。尽管越来越受到关注，但关于PGI在教育中的动机和心理影响的实证研究仍然有限。目的本研究旨在探讨PGI是否与职业倦怠、离职倾向和内在动机相关，以及这些关联是否通过自主性满意度、自主性挫败感和自我效能感介导。样本使用了两个大规模的横断面样本：3178名挪威教师（研究1）和461名校长（研究2，重复）。方法采用结构方程模型（SEM）检验PGI与主要动机结果之间的直接和间接关系。两个模型都控制了人口统计和学校水平的协变量。通过自主性满意、自主性挫折和自我效能的中介途径进行了测试，以研究潜在的机制。结果spgi与倦怠、离职意向呈显著正相关，与内在动机呈显著负相关。中介分析显示了充分的间接效应：PGI预测较低的自主满意度和自我效能，较高的自主挫败感，进而预测较差的激励结果。本研究强调了在问责制驱动的学校系统中，严格的目标观念所带来的潜在心理成本。PGI似乎通过其对基本心理需求和感知能力的有害影响来破坏教育者的动机和福祉。这些发现强调了在教育环境中设计促进自主和自我效能的目标结构的重要性。

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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 : 2026-04-01 Epub 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

Harnessing synesthesia to unlock new pathways in learning for students with disabilities 利用联觉为残疾学生开启新的学习途径

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-13 DOI: 10.1016/j.learninstruc.2025.102292

Yicheng Sun , Hanbo Yang , Dongyue Zhu , Yi Wang , Richard Suen

Background:

Special education students, especially those with learning disabilities and sensory impairments, often face challenges in engaging with traditional teaching methods, impacting their cognitive performance and emotional connection to learning.

Aims:

This study introduces synesthesia-based learning as a multisensory approach combining sight, sound, and touch to enhance student engagement and memory retention. We aim to explore its effects on emotional engagement, creativity, task completion, and participation among special education students.

Samples:

The study involves 117 students with learning disabilities, sensory impairments, and physical disabilities, enrolled in grades 1–3 (ages 12–15) in a special education program.

Methods:

A two-part experiment was conducted. In Part 1, students experiencing synesthesia-based learning were compared with a control group receiving traditional instruction. In Part 2, the control group also experienced the multisensory approach. Learning was evaluated through pre/post-tests across five dimensions: Design Vocabulary, Sentence Structure, Creative Expression, Design Principles, and Problem Solving. Additional data from surveys and teacher observations were analyzed using deep learning for sentiment and engagement analysis.

Results:

The synesthesia-based group outperformed the control group in cognitive and creative skills, with strongest effects in Grade 3. Gender-based comparisons further indicated that female students generally outperformed male students, particularly in Creative Expression and Design Principles. After experiencing the multisensory approach, the control group also exhibited statistically meaningful gains. Sentiment analysis confirmed strong emotional engagement aligned with learning gains.

Conclusions:

Synesthesia-based learning effectively supports both emotional and cognitive development in special education settings, offering a promising strategy for inclusive and engaging instruction.

背景：特殊教育的学生，特别是那些有学习障碍和感觉障碍的学生，经常面临传统教学方法的挑战，影响他们的认知表现和学习的情感联系。目的：本研究介绍了基于联觉的学习，作为一种结合视觉、声音和触觉的多感官学习方法，以提高学生的参与度和记忆力。本研究旨在探讨其对特殊教育学生的情感投入、创造力、任务完成和参与的影响。样本：这项研究涉及117名有学习障碍、感觉障碍和身体残疾的学生，他们在一个特殊教育项目中就读于1-3年级（12-15岁）。方法：采用两部分实验。在第一部分中，体验联觉学习的学生与接受传统教学的对照组进行了比较。在第2部分中，对照组也经历了多感官方法。学习通过五个方面的前/后测试来评估：设计词汇、句子结构、创造性表达、设计原则和解决问题的能力。来自调查和教师观察的其他数据使用深度学习进行情感和参与分析。结果：联觉组在认知和创造技能上优于对照组，在3年级效果最强。基于性别的比较进一步表明，女生的表现普遍优于男生，尤其是在创意表达和设计原则方面。在经历了多感官方法后，对照组也表现出统计学上有意义的收益。情绪分析证实，强烈的情感投入与学习成果是一致的。结论：基于联觉的学习有效地支持特殊教育环境下的情感和认知发展，为包容性和参与性教学提供了一种有前途的策略。

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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 : 2026-04-01 Epub 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

Interleaved practice in physics benefits from collaboration 物理学的交叉练习得益于合作

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-13 DOI: 10.1016/j.learninstruc.2025.102307

Maria Danzglock , Roland Berger , Martin Hänze

Background

Interleaved practice is a desirable difficulty that has been suggested to promote deeper conceptual understanding. However, its effectiveness appears to diminish when learning material becomes too complex, likely due to increased cognitive load.

Aims

This study investigates whether collaborative learning can enhance the effectiveness of interleaved practice when students engage with complex physics content.

Sample

A total of 376 upper secondary students (Grade 12/13) participated in the study.

Methods

A 2 × 2 between-subjects field experiment was conducted with four conditions (interleaved vs. blocked practice × collaborative vs. individual learning). The learning content focused on the motion of charged particles in electric and magnetic fields. Learning success was assessed through knowledge tests administered immediately after practice and after an 8-week delay.

Results

A significant practice type × social format interaction emerged. The interleaved–collaboration condition yielded the highest learning gains, both immediately and after 8 weeks. Collaboration showed no overall main effect, and interleaving showed no main effect on immediate gains and a negative main effect on delayed gains.

Conclusions

The findings suggest that collaboration mitigates the cognitive demands of interleaved practice, enabling its benefits to unfold even in complex learning contexts. The results highlight that desirable difficulties are not universally effective but require appropriate instructional support. Combining interleaved practice with collaborative learning emerges as a powerful strategy to foster lasting conceptual understanding in science education.

背景：交叉练习是一种理想的难度，可以促进更深层次的概念理解。然而，当学习材料变得过于复杂时，它的有效性似乎会降低，这可能是由于认知负荷的增加。摘要目的探讨协作学习是否能提高学生参与复杂物理内容时穿插练习的有效性。共有376名高中生（12/13年级）参与了本研究。方法采用2 × 2被试现场实验，分为交错式与闭塞式练习、协作式与个体式学习四种情况。学习内容侧重于带电粒子在电场和磁场中的运动。通过在练习后立即进行的知识测试和在8周后进行的知识测试来评估学习成功。结果出现了显著的实践类型×社会形式交互作用。在交叉协作条件下，无论是立即还是8周后，学习收益都最高。协作没有整体的主效应，交织对即时收益没有主效应，对延迟收益有负主效应。研究结果表明，协作减轻了交错练习的认知需求，即使在复杂的学习环境中，其益处也得以展现。结果强调，理想的困难并不是普遍有效的，但需要适当的教学支持。在科学教育中，将交叉实践与协作学习相结合是培养持久概念理解的有力策略。

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引用次数: 0

Teachers’ immigration attitudes and students’ performance 教师移民态度与学生表现

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102303

Anatolia Batruch, Nicolas Sommet, Eva G.T. Green

Background

To ensure harmonious intergroup relations, schools must foster the academic integration of immigrant students. School diversity climates play a central role in shaping immigrant students' performance; however, most studies rely on students' perceptions of these climates. Because such perceptions are shaped by subjective experiences, they limit our understanding of how institutions can nurture inclusion. Measuring school diversity climates with an exogenous indicator, teachers' immigration attitudes in a school, offers a rigorous test of how those relate to students’ academic achievement.

Aim

This study investigates whether school diversity climates, measured through teachers' immigration attitudes, are associated with immigrant students’ academic performance.

Sample

We analyzed the 2018 PISA data from OECD countries that administered the teacher questionnaire. Our analytical sample included 46,740 students from 1544 schools and 35,452 teachers across seven countries.

Methods

We estimated country fixed-effects regression models with standard errors clustered at the school level to examine the interaction between students' migration status and school-aggregated teachers' explicit immigration attitudes on students’ performance in science, mathematics, and reading.

Results

Across subjects, the achievement gap between native-born and first-generation immigrant students was smaller in schools where teachers expressed more inclusionary immigration attitudes.

Conclusion

Inclusionary school diversity climates, reflected in teachers’ pro-immigration attitudes, appear to promote the academic integration of first-generation immigrant students, helping to narrow achievement disparities between immigrant and non-immigrant students. The difference in performance for first-generation students between more exclusionary and inclusionary school diversity climates corresponds on average to one year schooling.

为了确保和谐的族群关系，学校必须促进移民学生的学术融合。学校的多样性氛围在塑造移民学生的表现方面发挥着核心作用；然而，大多数研究都依赖于学生对这些气候的感知。由于这种看法是由主观经验形成的，因此它们限制了我们对机构如何培养包容性的理解。用一个外生指标来衡量学校的多样性气候，即教师在学校中的移民态度，为这些态度与学生的学业成就之间的关系提供了一个严格的检验。目的本研究通过教师的移民态度来考察学校多样性气候是否与移民学生的学习成绩有关。我们分析了来自经合组织国家的2018年PISA数据，这些国家负责管理教师问卷。我们的分析样本包括来自7个国家1544所学校的46740名学生和35452名教师。方法我们估计了国家固定效应回归模型，在学校层面聚集标准误差，以检验学生的移民状况和学校聚集教师的明确移民态度对学生在科学、数学和阅读方面的表现之间的相互作用。结果：在教师表现出更包容的移民态度的学校，本土出生的学生和第一代移民学生之间的成绩差距较小。结论包容性的学校多样性氛围，反映在教师的亲移民态度上，似乎促进了第一代移民学生的学业融合，有助于缩小移民和非移民学生之间的成就差距。在更具排他性和包容性的学校多样性环境中，第一代学生的表现差异平均相当于一年的学校教育。

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引用次数: 0

An experimental study on the impact of Generative AI on university students' emotions and performance in creative problem-solving tasks 生成式人工智能对大学生情绪和创造性问题解决任务表现影响的实验研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-07 DOI: 10.1016/j.learninstruc.2026.102316

Yun-Qi Bai

Background

With Generative AI's growing educational applications, its impact on students' emotions and performance in creative problem-solving remains underexplored, particularly regarding metacognition.

Methods

This quasi-experimental study assigned participants to three groups: Generative AI, internet search engines, and no technology. The comprehensive effects of these tools on emotions and performance in creative problem-solving tasks were compared.

Results

Shame was negatively correlated with solution novelty. Generative AI reduced anxiety and shame while enhancing correctness and novelty. Metacognitive regulation significantly affected novelty and interacted with AI use.

Conclusions

The study highlights metacognition's importance in effective Generative AI application for creative problem-solving.

随着生成式人工智能在教育领域的应用越来越广泛，它对学生情绪和创造性解决问题能力的影响仍未得到充分探索，尤其是在元认知方面。方法准实验研究将参与者分为三组：生成式人工智能、互联网搜索引擎和无技术。比较了这些工具对情绪和创造性问题解决任务表现的综合影响。结果羞耻感与解决方案新颖性呈负相关。生成式AI减少了焦虑和羞耻感，同时提高了正确性和新颖性。元认知调节显著影响新颖性，并与人工智能使用相互作用。该研究强调了元认知在有效地生成人工智能应用于创造性问题解决中的重要性。

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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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。

{"title":"Peer collaboration as a pathway to scientific literacy: Effects of the PEER model training","authors":"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","doi":"10.1016/j.learninstruc.2025.102271","DOIUrl":"10.1016/j.learninstruc.2025.102271","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>The final sample included 241 upper secondary school students (aged 16): 121 in the experimental group (EG) and 120 in the control group (CG).</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>The results demonstrate the effectiveness of the training. Students in the EG have showed greater benefits from collaboration than those in the CG.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102271"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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