Learning and Instruction最新文献_第6页

An unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings 一个不引人注目的方法来模拟团队凝聚力和协作在生态课堂设置

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-15 DOI: 10.1016/j.learninstruc.2025.102268

Arslan Azad , Vitomir Kovanovic , Malgorzata Korolkiewicz , Andrew Zamecnik , Srecko Joksimovic , Mutlu Cukurova

Background

Cohesion and collaboration, particularly in K-12 settings, emerge as emergent phenomena, yet due to challenges in conducting classroom analytics studies in ecological settings, existing research mainly focuses on surveys. This calls for investigating cohesion in ecological settings to obtain insights directly applicable to students.

Aims

To derive ecologically valid insights into the emergent processes of cohesion and collaboration, this study analyses engagement, turn-taking, member influence and participation imbalance (using weighted eigenvector centrality) exhibited in audio of student conversations at both individual and group levels, which allows for inter-group and intra-group comparisons.

Sample

Participants were 16 school (K-12) students.

Methods

Participants were randomly divided into four groups. High-frequency communication exchanges were recorded for each group using an analog audio recorder. The audio was transcribed and analysed using an adaptation of Social Network Analysis with segmented nodes.

Results

Consistent with findings in educational and organisational psychology literature on teamwork, the results indicate that task cohesion relates to group performance in terms of task completion. We find that social cohesion patterns are dynamic and reflect evolving group dynamics through variations in turn-taking, influence, engagement and disengagement.

Conclusion

The study offers a conceptualisation of cohesion in ecological settings and demonstrates an approach to analysing cohesion and collaboration using audio data in authentic classrooms.

凝聚力和协作，特别是在K-12环境中，作为新兴现象出现，但由于在生态环境中进行课堂分析研究的挑战，现有的研究主要集中在调查上。这就要求研究生态环境中的凝聚力，以获得直接适用于学生的见解。本研究分析了学生对话音频中个人和群体层面的参与度、轮转、成员影响和参与不平衡（使用加权特征向量中心性），以便进行群体间和群体内的比较，从而获得对凝聚力和协作的紧急过程的生态学有效见解。样本参与者是16名学校（K-12）学生。方法随机分为4组。使用模拟录音机记录各组的高频通信交流。对音频进行转录和分析，使用具有分段节点的社会网络分析的改编。结果与教育和组织心理学文献中关于团队合作的研究结果一致，研究结果表明，任务凝聚力与任务完成方面的团队绩效有关。我们发现社会凝聚力模式是动态的，并通过轮流、影响、参与和脱离的变化反映了不断变化的群体动态。该研究提供了生态环境中凝聚力的概念化，并展示了一种在真实教室中使用音频数据分析凝聚力和协作的方法。

{"title":"An unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings","authors":"Arslan Azad , Vitomir Kovanovic , Malgorzata Korolkiewicz , Andrew Zamecnik , Srecko Joksimovic , Mutlu Cukurova","doi":"10.1016/j.learninstruc.2025.102268","DOIUrl":"10.1016/j.learninstruc.2025.102268","url":null,"abstract":"<div><h3>Background</h3><div>Cohesion and collaboration, particularly in K-12 settings, emerge as emergent phenomena, yet due to challenges in conducting classroom analytics studies in ecological settings, existing research mainly focuses on surveys. This calls for investigating cohesion in ecological settings to obtain insights directly applicable to students.</div></div><div><h3>Aims</h3><div>To derive ecologically valid insights into the emergent processes of cohesion and collaboration, this study analyses engagement, turn-taking, member influence and participation imbalance (using weighted eigenvector centrality) exhibited in audio of student conversations at both individual and group levels, which allows for inter-group and intra-group comparisons.</div></div><div><h3>Sample</h3><div>Participants were 16 school (K-12) students.</div></div><div><h3>Methods</h3><div>Participants were randomly divided into four groups. High-frequency communication exchanges were recorded for each group using an analog audio recorder. The audio was transcribed and analysed using an adaptation of Social Network Analysis with segmented nodes.</div></div><div><h3>Results</h3><div>Consistent with findings in educational and organisational psychology literature on teamwork, the results indicate that task cohesion relates to group performance in terms of task completion. We find that social cohesion patterns are dynamic and reflect evolving group dynamics through variations in turn-taking, influence, engagement and disengagement.</div></div><div><h3>Conclusion</h3><div>The study offers a conceptualisation of cohesion in ecological settings and demonstrates an approach to analysing cohesion and collaboration using audio data in authentic classrooms.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102268"},"PeriodicalIF":4.9,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525424","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}

引用次数: 0

Intensive experience sampling to uncover the dynamics: How do creativity anxiety and goal orientations shape students’ creative process? 密集的经验抽样揭示动态：创造焦虑和目标取向如何塑造学生的创造过程？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-14 DOI: 10.1016/j.learninstruc.2025.102265

Yida Yu , Keyi Qin , Fanglei Xu , Xiaomeng Yang , Qishan Zheng , Anqi Zhu , Biying Hu , Chuanhua Gu

Background

Creativity anxiety (CA), defined as a specific type of anxiety experienced in situations requiring creative thinking, has been identified as a barrier to creativity. However, the underlying mechanisms by which CA influences the creative process and performance remain limited.

Aims

This study aimed to uncover how state CA shapes students’ creative process and eventually their creative performance, including goal orientations and effort allocation as mechanisms.

Sample

Participants were 128 undergraduate students (M_age = 21.01, SD_age = 1.49; 44.54 % male; Ethnicity: 95.31 % Han Chinese, 3.12 % Hui Chinese, 1.56 % Tujia Chinese).

Methods

Ecological momentary assessment was employed over five consecutive days. Students completed six creative tasks each day and self-assessed their state CA, goal orientations, and effort allocation. Before this period, they provided demographic information and trait measures. Residual dynamic structural equation models were used to test the relationship between these variables.

Results

Students with higher levels of state CA tend to focus more on performance-approach and performance-avoidance goals; in turn, their focus on performance-approach goals further directs them to allocate more effort to conduct more exploitation acts, which improved the novelty but hampered the usefulness of their ideas. Students who showed a higher activation of mastery goals devoted more exploration and exploitation effort while performing creative tasks.

Conclusions

State CA, along with goal orientations, shape how students allocate their effort to different processes that may affect the novelty and usefulness aspects of creative performance. These insights offer practical implications for fostering creativity in educational contexts.

创造性焦虑（CA）被定义为在需要创造性思维的情况下经历的一种特定类型的焦虑，已被确定为创造力的障碍。然而，CA影响创作过程和表现的潜在机制仍然有限。目的本研究旨在揭示州立CA如何塑造学生的创造过程并最终影响他们的创造表现，包括目标取向和努力分配作为机制。样本参与者为128名大学生（年龄= 1.49，年龄= 21.01），男性44.54%，民族：汉族95.31%，回族3.12%，土家族1.56%。方法采用连续5 d的瞬时生态评价法。学生们每天完成六项创造性任务，并自我评估他们的状态CA、目标取向和努力分配。在此之前，他们提供了人口统计信息和特征测量。剩余动力结构方程模型用于检验这些变量之间的关系。结果状态CA水平较高的学生更倾向于关注绩效接近目标和绩效回避目标；反过来，他们对绩效方法目标的关注进一步引导他们分配更多的精力来进行更多的开发行为，这提高了新颖性，但阻碍了他们的想法的实用性。掌握目标激活程度高的学生在执行创造性任务时投入了更多的探索和开发努力。状态CA与目标导向一起，塑造了学生如何将他们的努力分配到不同的过程中，这可能会影响创造性表现的新颖性和有用性方面。这些见解为在教育环境中培养创造力提供了实际意义。

{"title":"Intensive experience sampling to uncover the dynamics: How do creativity anxiety and goal orientations shape students’ creative process?","authors":"Yida Yu , Keyi Qin , Fanglei Xu , Xiaomeng Yang , Qishan Zheng , Anqi Zhu , Biying Hu , Chuanhua Gu","doi":"10.1016/j.learninstruc.2025.102265","DOIUrl":"10.1016/j.learninstruc.2025.102265","url":null,"abstract":"<div><h3>Background</h3><div>Creativity anxiety (CA), defined as a specific type of anxiety experienced in situations requiring creative thinking, has been identified as a barrier to creativity. However, the underlying mechanisms by which CA influences the creative process and performance remain limited.</div></div><div><h3>Aims</h3><div>This study aimed to uncover how state CA shapes students’ creative process and eventually their creative performance, including goal orientations and effort allocation as mechanisms.</div></div><div><h3>Sample</h3><div>Participants were 128 undergraduate students (<em>M</em><sub><em>age</em></sub> = 21.01, <em>SD</em><sub><em>age</em></sub> = 1.49; 44.54 % male; Ethnicity: 95.31 % Han Chinese, 3.12 % Hui Chinese, 1.56 % Tujia Chinese).</div></div><div><h3>Methods</h3><div>Ecological momentary assessment was employed over five consecutive days. Students completed six creative tasks each day and self-assessed their state CA, goal orientations, and effort allocation. Before this period, they provided demographic information and trait measures. Residual dynamic structural equation models were used to test the relationship between these variables.</div></div><div><h3>Results</h3><div>Students with higher levels of state CA tend to focus more on performance-approach and performance-avoidance goals; in turn, their focus on performance-approach goals further directs them to allocate more effort to conduct more exploitation acts, which improved the novelty but hampered the usefulness of their ideas. Students who showed a higher activation of mastery goals devoted more exploration and exploitation effort while performing creative tasks.</div></div><div><h3>Conclusions</h3><div>State CA, along with goal orientations, shape how students allocate their effort to different processes that may affect the novelty and usefulness aspects of creative performance. These insights offer practical implications for fostering creativity in educational contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102265"},"PeriodicalIF":4.9,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525473","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}

引用次数: 0

Beyond specific impact of a morphological program on spelling in French? 除了词形程序对法语拼写的具体影响之外？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-14 DOI: 10.1016/j.learninstruc.2025.102225

Anila Fejzo , Rihab Saidane , Kathleen Whissell-Turner

Objectives

This study evaluated the effects of a morphological program on morphological awareness, the reported use of morphological strategies during spelling, and the spelling of morphemes and polymorphemic words in French among fourth graders.

Methods

A total of 120 fourth-grade students (mean age: 9 years, 4 months) from three schools in the Montreal area participated in the study. The experimental group consisted of 44 students from two classrooms who engaged in a 20-session morphological program delivered by the experimenter. The program focused on the meanings and forms of productive affixes, their concatenation rules, and the application of this knowledge during the spelling of polymorphemic words. Control group students followed a teaching-as-usual program. Pretest and posttest measures included assessments of morphological awareness, morphological knowledge use in spelling, as well as spelling of morphemes and polymorphemic words. Phonological awareness, non-verbal intelligence, and word reading were measured at pretest to ensure equivalency between the experimental and control groups.

Results

Multivariate analyses of covariance (MANCOVAs) were conducted to assess the effects on multiple dependent variables simultaneously. Results indicated that the experimental group significantly outperformed the control group on morpheme and word spelling measures at posttest except for the stem spelling which did not reach statistical significance.

Conclusion

These findings provide direct evidence of the effectiveness of a morphological intervention in enhancing French spelling, supported by children's reported use of morphological knowledge in their spelling choices. They also offer insights into the extent of this effectiveness with theoretical and educational implications for French orthography and beyond.

目的本研究旨在评估四年级小学生法语语素和多态词的拼写、词素意识和词素策略的使用情况。方法来自蒙特利尔地区三所学校的120名四年级学生（平均年龄9岁4个月）参与了研究。实验组由来自两个班级的44名学生组成，他们参加了由实验者提供的20节形态学课程。该计划侧重于词缀的意义和形式，它们的连接规则，以及在拼写多态词时对这些知识的应用。对照组的学生按照常规的教学程序进行。测试前和测试后的测量包括词素意识的评估，词素知识在拼写中的使用，以及词素和多态词的拼写。在测试前测量语音意识、非语言智力和单词阅读，以确保实验组和对照组之间的等效性。结果采用多变量协方差分析（MANCOVAs）同时评估多个因变量的影响。结果表明，实验组在后测中除词干拼写外，在语素和单词拼写方面均显著优于对照组，差异无统计学意义。结论：这些发现为词形干预在提高法语拼写方面的有效性提供了直接证据，并得到了儿童在拼写选择中使用词形知识的报告的支持。他们还为法语正字法和其他方面的理论和教育意义提供了深入了解这种有效性的程度。

{"title":"Beyond specific impact of a morphological program on spelling in French?","authors":"Anila Fejzo , Rihab Saidane , Kathleen Whissell-Turner","doi":"10.1016/j.learninstruc.2025.102225","DOIUrl":"10.1016/j.learninstruc.2025.102225","url":null,"abstract":"<div><h3>Objectives</h3><div>This study evaluated the effects of a morphological program on morphological awareness, the reported use of morphological strategies during spelling, and the spelling of morphemes and polymorphemic words in French among fourth graders.</div></div><div><h3>Methods</h3><div>A total of 120 fourth-grade students (mean age: 9 years, 4 months) from three schools in the Montreal area participated in the study. The experimental group consisted of 44 students from two classrooms who engaged in a 20-session morphological program delivered by the experimenter. The program focused on the meanings and forms of productive affixes, their concatenation rules, and the application of this knowledge during the spelling of polymorphemic words. Control group students followed a teaching-as-usual program. Pretest and posttest measures included assessments of morphological awareness, morphological knowledge use in spelling, as well as spelling of morphemes and polymorphemic words. Phonological awareness, non-verbal intelligence, and word reading were measured at pretest to ensure equivalency between the experimental and control groups.</div></div><div><h3>Results</h3><div>Multivariate analyses of covariance (MANCOVAs) were conducted to assess the effects on multiple dependent variables simultaneously. Results indicated that the experimental group significantly outperformed the control group on morpheme and word spelling measures at posttest except for the stem spelling which did not reach statistical significance.</div></div><div><h3>Conclusion</h3><div>These findings provide direct evidence of the effectiveness of a morphological intervention in enhancing French spelling, supported by children's reported use of morphological knowledge in their spelling choices. They also offer insights into the extent of this effectiveness with theoretical and educational implications for French orthography and beyond.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102225"},"PeriodicalIF":4.9,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525474","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}

引用次数: 0

How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments 职前教师在课堂观察时的凝视与他们对教学质量的评估有何关系？一项基于屏幕和沉浸式视频环境的对照研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-12 DOI: 10.1016/j.learninstruc.2025.102260

Tosca Daltoè , Tobias Appel , Philipp Stark , Birgit Brucker , Anika Dreher , Benjamin Fauth , Marita Friesen , Peter Gerjets , Linn Hansen , Ulrich Trautwein , Richard Göllner

Background

Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy.

Aims

This study explored the classroom observation process of preservice teachers using eye-tracking technology and examined how their gaze behavior relates to the accuracy of their teaching-quality ratings. We also investigated the impact of different video environments by comparing traditional classroom videos presented on computer screens with immersive 360-degree classroom videos presented on virtual-reality headsets.

Sample

N = 75 preservice teachers participated in a controlled lab study.

Method

Each participant observed two randomly assigned mathematics classroom videos—one in a traditional screen-based and one in an immersive video environment. Eye trackers recorded gaze behavior during critical classroom events. Participants rated the quality of the observed teaching after the video observations.

Results

Overall, observers adjusted their gaze according to the focus of critical events (teacher- or student-focused). In immersive 360-degree videos, they showed a stronger visual focus on the teacher. Both visual focus of attention and cognitive arousal during critical events, indicated by a larger pupil diameter, predicted the accuracy of teaching-quality ratings, with gaze being a stronger predictor of rating accuracy in immersive compared to screen-based videos.

Conclusions

The findings indicate that gaze behavior offers actionable insights into classroom observation processes and informs the design of observation environments in both research and teacher education.

教学质量通常是通过课堂观察来评估的。然而，观察者对教学质量的评价往往表现出有限的心理测量质量。除了评估评级本身，探索观察过程和视频环境的设计可能会为提高评级准确性的条件提供有价值的见解。目的利用眼动追踪技术对职前教师的课堂观察过程进行研究，探讨其注视行为与教学质量评价准确性的关系。我们还通过比较在电脑屏幕上呈现的传统课堂视频和在虚拟现实耳机上呈现的沉浸式360度课堂视频，调查了不同视频环境的影响。样本= 75名职前教师参加了一项对照实验室研究。方法：每个参与者观看了两个随机分配的数学课堂视频，一个是传统的基于屏幕的视频，另一个是沉浸式视频环境。眼动仪记录了关键课堂事件期间的凝视行为。参与者在观看视频后对观察教学的质量进行了评价。结果总体而言，观察者根据关键事件的焦点（以教师为中心或以学生为中心）调整他们的目光。在沉浸式360度视频中，他们表现出对老师更强的视觉关注。在关键事件中，由更大的瞳孔直径表明的视觉注意力和认知唤起都预测了教学质量评级的准确性，与基于屏幕的视频相比，沉浸式视频中凝视是更强的评级准确性预测因素。研究结果表明，凝视行为为课堂观察过程提供了可操作的见解，并为研究和教师教育的观察环境设计提供了信息。

{"title":"How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments","authors":"Tosca Daltoè , Tobias Appel , Philipp Stark , Birgit Brucker , Anika Dreher , Benjamin Fauth , Marita Friesen , Peter Gerjets , Linn Hansen , Ulrich Trautwein , Richard Göllner","doi":"10.1016/j.learninstruc.2025.102260","DOIUrl":"10.1016/j.learninstruc.2025.102260","url":null,"abstract":"<div><h3>Background</h3><div>Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy.</div></div><div><h3>Aims</h3><div>This study explored the classroom observation process of preservice teachers using eye-tracking technology and examined how their gaze behavior relates to the accuracy of their teaching-quality ratings. We also investigated the impact of different video environments by comparing traditional classroom videos presented on computer screens with immersive 360-degree classroom videos presented on virtual-reality headsets.</div></div><div><h3>Sample</h3><div><em>N</em> = 75 preservice teachers participated in a controlled lab study.</div></div><div><h3>Method</h3><div>Each participant observed two randomly assigned mathematics classroom videos—one in a traditional screen-based and one in an immersive video environment. Eye trackers recorded gaze behavior during critical classroom events. Participants rated the quality of the observed teaching after the video observations.</div></div><div><h3>Results</h3><div>Overall, observers adjusted their gaze according to the focus of critical events (teacher- or student-focused). In immersive 360-degree videos, they showed a stronger visual focus on the teacher. Both visual focus of attention and cognitive arousal during critical events, indicated by a larger pupil diameter, predicted the accuracy of teaching-quality ratings, with gaze being a stronger predictor of rating accuracy in immersive compared to screen-based videos.</div></div><div><h3>Conclusions</h3><div>The findings indicate that gaze behavior offers actionable insights into classroom observation processes and informs the design of observation environments in both research and teacher education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102260"},"PeriodicalIF":4.9,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525472","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}

引用次数: 0

Examining short-term self-efficacy change connections with performance, perceived difficulty, and interest 考察短期自我效能改变与表现、感知困难和兴趣的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-11 DOI: 10.1016/j.learninstruc.2025.102223

Alex Shum, Luke K. Fryer

Background

Limited research has been conducted on how self-efficacy changes and readjusts over time. In addition to performance, self-efficacy is related to perceived task difficulty, and interest. How these factors predict and are predicted by self-efficacy change are open questions.

Aims

Given self-efficacy's shorter-term contribution to learning, a microanalytic (frequent measurement) approach to simultaneously examine connections between initial and short-term changes in self-efficacy, formative assessments, perceived task difficulties, and interest was undertaken.

Sample

Two studies were conducted in first-year mathematics undergraduate courses at a Pacific-Asian research-intensive university (n = 299, Female = 200; n = 407, Female = 155).

Method

Students completed a prior knowledge measure, self-efficacy measures (Study 1: 5, Study 2: 6), quizzes (Study 1: 4, Study 2: 9), and corresponding perceived quiz difficulty measures. Self-efficacy changes were modelled using latent change score analyses, and embedded into fully-forward longitudinal structural equation models. Item response theory analyses were used to determine quizzes’ actual difficulty. Study 2 provided a partial test of replication of Study 1 results. Pre-post interest in mathematics was modelled in Study 2 only.

Results

Across both studies, initial and changes in self-efficacy generally predicted task performances positively. Initial self-efficacy negatively predicted perceived task difficulty. Perceived task difficulty presented mixed predictions to self-efficacy change. Furthermore, initial and short-term changes in self-efficacy were strongly and reciprocally connected to interest.

Conclusions

In both studies, pathways from perceived task difficulty to self-efficacy change and task performance emerged across both studies. In Study 2, pathways to self-efficacy change were extended to interest. Theoretical and practical implications are discussed.

关于自我效能如何随时间变化和调整的研究有限。除表现外，自我效能感还与感知任务难度和兴趣有关。这些因素如何预测和被自我效能感的改变所预测是一个悬而未决的问题。鉴于自我效能感对学习的短期贡献，采用微观分析（频繁测量）方法同时检查自我效能感、形成性评估、感知任务困难和兴趣的初始和短期变化之间的联系。两项研究在一所太平洋亚洲研究型大学的一年级数学本科课程中进行（n = 299，女= 200;n = 407，女= 155）。方法学生完成先验知识测试、自我效能感测试（研究1:5、研究2:6）、小测验（研究1:4、研究2:9）和相应的认知测验难度测试。自我效能感的变化采用潜在变化评分分析建模，并嵌入到完全前向纵向结构方程模型中。项目反应理论分析用于确定测验的实际难度。研究2提供了研究1结果重复性的部分检验。研究2只模拟了前后对数学的兴趣。结果在两项研究中，自我效能感的初始和变化通常对任务表现有积极的预测作用。初始自我效能负向预测感知任务难度。感知任务困难对自我效能感变化的预测好坏参半。此外，自我效能感的初始和短期变化与兴趣密切相关。结论在这两项研究中，都出现了从感知任务困难到自我效能改变和任务绩效的途径。在研究2中，自我效能改变的途径被扩展到兴趣。讨论了理论和实践意义。

{"title":"Examining short-term self-efficacy change connections with performance, perceived difficulty, and interest","authors":"Alex Shum, Luke K. Fryer","doi":"10.1016/j.learninstruc.2025.102223","DOIUrl":"10.1016/j.learninstruc.2025.102223","url":null,"abstract":"<div><h3>Background</h3><div>Limited research has been conducted on how self-efficacy changes and readjusts over time. In addition to performance, self-efficacy is related to perceived task difficulty, and interest. How these factors predict and are predicted by self-efficacy change are open questions.</div></div><div><h3>Aims</h3><div>Given self-efficacy's shorter-term contribution to learning, a microanalytic (frequent measurement) approach to simultaneously examine connections between initial and short-term changes in self-efficacy, formative assessments, perceived task difficulties, and interest was undertaken.</div></div><div><h3>Sample</h3><div>Two studies were conducted in first-year mathematics undergraduate courses at a Pacific-Asian research-intensive university (n = 299, Female = 200; n = 407, Female = 155).</div></div><div><h3>Method</h3><div>Students completed a prior knowledge measure, self-efficacy measures (Study 1: 5, Study 2: 6), quizzes (Study 1: 4, Study 2: 9), and corresponding perceived quiz difficulty measures. Self-efficacy changes were modelled using latent change score analyses, and embedded into fully-forward longitudinal structural equation models. Item response theory analyses were used to determine quizzes’ actual difficulty. Study 2 provided a partial test of replication of Study 1 results. Pre-post interest in mathematics was modelled in Study 2 only.</div></div><div><h3>Results</h3><div>Across both studies, initial and changes in self-efficacy generally predicted task performances positively. Initial self-efficacy negatively predicted perceived task difficulty. Perceived task difficulty presented mixed predictions to self-efficacy change. Furthermore, initial and short-term changes in self-efficacy were strongly and reciprocally connected to interest.</div></div><div><h3>Conclusions</h3><div>In both studies, pathways from perceived task difficulty to self-efficacy change and task performance emerged across both studies. In Study 2, pathways to self-efficacy change were extended to interest. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102223"},"PeriodicalIF":4.9,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525426","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}

引用次数: 0

Productive talk during book reading: Effects on language skills 阅读时的有效谈话：对语言技能的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-10 DOI: 10.1016/j.learninstruc.2025.102262

Sharisse van Driel , Debby ten Hove , Chiel van der Veen , Femke van der Wilt

Background

Although interactive book reading can promote young children's language competence, teachers find it challenging to implement this type of book reading in their classroom.

Aims

The present study investigated the effect of an intervention directed at productive classroom talk during interactive book reading on young children's language competence.

Sample

A total of N = 403 children aged four to six years from 21 early childhood classrooms participated.

Methods

For six weeks, children's teachers read a picture book twice a week. Teachers who were assigned to the control group read the books in their usual manner whereas teachers in the intervention group were encouraged to implement productive classroom talk during interactive book reading. Before and after the six weeks of book reading, children were individually assessed on their oral communicative competence, word comprehension, and narrative skills.

Results

Outcomes of multilevel analyses indicated that children's language competence improved over time. However, no significant differences were found in this improvement between children in the intervention group and children in the control group.

Conclusion

Using productive classroom talk during interactive book reading did not result in greater improvements in children's language competence compared to ‘general’ interactive book reading.

虽然互动阅读可以提高幼儿的语言能力，但教师发现在课堂上实施这种类型的阅读具有挑战性。目的本研究旨在探讨互动阅读过程中课堂对话干预对幼儿语言能力的影响。在21个幼儿班共N = 403名4 ~ 6岁儿童参与。方法在六个星期的时间里，孩子们的老师每周读两次绘本。被分配到控制组的教师以他们通常的方式阅读书籍，而干预组的教师则被鼓励在互动阅读期间进行富有成效的课堂交谈。在六周的阅读前后，对孩子们的口语交际能力、词汇理解能力和叙事能力进行了单独评估。结果多水平分析结果表明，随着时间的推移，儿童的语言能力有所提高。然而，干预组儿童和对照组儿童在这方面的改善没有显著差异。结论与“一般”互动阅读相比，在互动阅读中使用富有成效的课堂谈话对儿童的语言能力没有更大的提高。

{"title":"Productive talk during book reading: Effects on language skills","authors":"Sharisse van Driel , Debby ten Hove , Chiel van der Veen , Femke van der Wilt","doi":"10.1016/j.learninstruc.2025.102262","DOIUrl":"10.1016/j.learninstruc.2025.102262","url":null,"abstract":"<div><h3>Background</h3><div>Although interactive book reading can promote young children's language competence, teachers find it challenging to implement this type of book reading in their classroom.</div></div><div><h3>Aims</h3><div>The present study investigated the effect of an intervention directed at productive classroom talk during interactive book reading on young children's language competence.</div></div><div><h3>Sample</h3><div>A total of <em>N</em> = 403 children aged four to six years from 21 early childhood classrooms participated.</div></div><div><h3>Methods</h3><div>For six weeks, children's teachers read a picture book twice a week. Teachers who were assigned to the control group read the books in their usual manner whereas teachers in the intervention group were encouraged to implement productive classroom talk during interactive book reading. Before and after the six weeks of book reading, children were individually assessed on their oral communicative competence, word comprehension, and narrative skills.</div></div><div><h3>Results</h3><div>Outcomes of multilevel analyses indicated that children's language competence improved over time. However, no significant differences were found in this improvement between children in the intervention group and children in the control group.</div></div><div><h3>Conclusion</h3><div>Using productive classroom talk during interactive book reading did not result in greater improvements in children's language competence compared to ‘general’ interactive book reading.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102262"},"PeriodicalIF":4.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525425","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}

引用次数: 0

How schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments 学校如何从大流行的学习损失中恢复过来：强制性大规模评估的纵向发现

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-10 DOI: 10.1016/j.learninstruc.2025.102263

Johannes Schult , Benjamin Fauth , Rebecca Schneider , Marlit A. Lindner

Background

COVID-19-related restrictions on schooling resulted in learning losses, which were larger for socially and economically disadvantaged students. While recent empirical results point towards a recovery of learning loss in some subjects, it is unclear which school-related context factors may have impacted the recovery from the pandemic.

Aims

We investigate proxy indicators for three school factors, (a) socio-cultural composition, (b) proportion of students with migration background, and (c) the duration of school closures, and how they relate to differential learning gains in repeated measures from grade 5 to grade 8 for a pre-pandemic cohort compared to measures in pandemic-affected cohorts.

Samples

We analyzed educational large-scale assessment data, covering all public schools in one German state (total n > 200,000 students, k > 1000 schools). Competence test data in reading and mathematics were available for a pre-pandemic cohort (2015–2019: assessed in 5th grade in 2015 and in 8th grade in 2019) and for two cohorts affected by the pandemic (2018–2022 and 2019–2023).

Results

Difference-in-difference-in-difference analyses showed no significant moderator effects for the three risk factors at the school-level (i.e., socio-cultural capital, proportion of non-German speaking students, lost school days) regarding the recovery from learning losses (i.e., similar learning gains from grade 5 to 8 across cohorts).

Conclusions

The null effects tentatively suggest that the social divide between schools did not widen in the aftermath of school closures. On average, schools seemed to recover from restrictions on schooling regardless of the schools’ social composition.

与covid -19相关的上学限制导致了学习损失，对社会和经济上处于不利地位的学生来说，这种损失更大。虽然最近的实证结果表明，某些科目的学习损失有所恢复，但尚不清楚哪些与学校有关的背景因素可能影响了疫情后的恢复。我们调查了三个学校因素的代理指标，(a)社会文化构成，(b)具有移民背景的学生比例，以及(c)学校关闭的持续时间，以及它们如何与大流行前队列中5年级至8年级的重复测量中与受大流行影响队列中测量的差异学习收益相关。样本我们分析了教育大规模评估数据，涵盖了德国一个州的所有公立学校（共200,000名学生，1,000所学校）。阅读和数学能力测试数据适用于大流行前队列（2015 - 2019年：2015年对五年级和2019年对八年级进行评估）和受大流行影响的两个队列（2018-2022年和2019 - 2023年）。结果差异中差异分析显示，学校层面的三个风险因素（即社会文化资本、非德语学生比例、失学日）对学习损失（即五年级至八年级的学习收益相似）的恢复没有显著的调节作用。结论零效应初步表明，学校间的社会鸿沟在学校关闭后没有扩大。平均而言，无论学校的社会构成如何，学校似乎都能从教育限制中恢复过来。

{"title":"How schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments","authors":"Johannes Schult , Benjamin Fauth , Rebecca Schneider , Marlit A. Lindner","doi":"10.1016/j.learninstruc.2025.102263","DOIUrl":"10.1016/j.learninstruc.2025.102263","url":null,"abstract":"<div><h3>Background</h3><div>COVID-19-related restrictions on schooling resulted in learning losses, which were larger for socially and economically disadvantaged students. While recent empirical results point towards a recovery of learning loss in some subjects, it is unclear which school-related context factors may have impacted the recovery from the pandemic.</div></div><div><h3>Aims</h3><div>We investigate proxy indicators for three school factors, (a) socio-cultural composition, (b) proportion of students with migration background, and (c) the duration of school closures, and how they relate to differential learning gains in repeated measures from grade 5 to grade 8 for a pre-pandemic cohort compared to measures in pandemic-affected cohorts.</div></div><div><h3>Samples</h3><div>We analyzed educational large-scale assessment data, covering all public schools in one German state (total <em>n</em> > 200,000 students, <em>k</em> > 1000 schools). Competence test data in reading and mathematics were available for a pre-pandemic cohort (2015–2019: assessed in 5th grade in 2015 and in 8th grade in 2019) and for two cohorts affected by the pandemic (2018–2022 and 2019–2023).</div></div><div><h3>Results</h3><div>Difference-in-difference-in-difference analyses showed no significant moderator effects for the three risk factors at the school-level (i.e., socio-cultural capital, proportion of non-German speaking students, lost school days) regarding the recovery from learning losses (i.e., similar learning gains from grade 5 to 8 across cohorts).</div></div><div><h3>Conclusions</h3><div>The null effects tentatively suggest that the social divide between schools did not widen in the aftermath of school closures. On average, schools seemed to recover from restrictions on schooling regardless of the schools’ social composition.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102263"},"PeriodicalIF":4.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525476","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}

引用次数: 0

Using the reading sciences and technology for teaching and learning in the Global South 在全球发展中国家使用阅读科学和技术进行教学

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-08 DOI: 10.1016/j.learninstruc.2025.102259

Larysa Lysenko , Philip C. Abrami , Alexandra Gottardo , Eileen Wood , Anne Wade , Enos Kiforo , Jean Baptiste Maniraguha , Abraham Shivachi , Rose Iminza , Clifford Ghaa , Nancy Del Col , Maina WaGioko , Egidia Umutesi

Background

In the Global South, persistent literacy challenges have been exacerbated by schooling disruptions during the pandemic and afterwards. Addressing this problem requires teachers who both understand how to teach reading, and can implement it effectively and efficiently.

Aims

This research examines the effects of an intervention combining a technology-based teacher professional development and implementation of new knowledge and skills and ABRA-READS interactive literacy software in early-primary classrooms in Kenya and Rwanda.

Sample

Participants were 22 teachers and 1341 students from Kenya and 20 teachers and 1002 students from Rwanda.

Methods

This quasi-experimental research featured the experimental teachers who implemented the intervention and their matching control teachers who taught reading in their usual way. Student reading outcomes were analyzed using hierarchical linear models (HLM). Teacher practices were assessed through self-reports, observations and trace data.

Results

Teachers shifted toward more student-centered instruction that incorporated decoding and comprehension, and students demonstrated significant reading improvements across gender and ability groups. Struggling readers in experimental classes made the largest gains, closing the gap with higher-reading peers in control classes.

Conclusions

Findings demonstrate that blended TPD instruction, combined with ABRA-READS software, can positively change classroom practice and improve all students’ reading abilities. This intervention offers a promising a strategy to mitigate learning disadvantages early by offering students equal opportunities to succeed. While the global crisis in education, especially in LMICs, persists, this research suggests a solution.

在全球南方国家，大流行期间及之后的学校中断加剧了持续存在的扫盲挑战。解决这一问题需要教师既了解如何教授阅读，又能有效地实施阅读。本研究考察了在肯尼亚和卢旺达的小学早期课堂中，将基于技术的教师专业发展、新知识和技能的实施与ABRA-READS互动读写软件相结合的干预措施的效果。样本参与者是来自肯尼亚的22名教师和1341名学生，以及来自卢旺达的20名教师和1002名学生。方法采用准实验研究方法，对实施干预的实验教师和以常规方式进行阅读教学的对照教师进行研究。使用层次线性模型（HLM）分析学生阅读结果。教师实践通过自我报告、观察和跟踪数据进行评估。结果教师转向更多以学生为中心的教学，包括解码和理解，学生在性别和能力群体中都表现出显著的阅读进步。在实验班，阅读困难的学生取得了最大的进步，缩小了与控制班阅读能力较高的同学之间的差距。结论混合TPD教学结合ABRA-READS软件能积极改变课堂实践，提高学生的阅读能力。这种干预提供了一个有希望的策略，通过为学生提供平等的成功机会来减轻早期的学习劣势。虽然全球教育危机，特别是中低收入国家的教育危机仍然存在，但这项研究提出了一个解决方案。

{"title":"Using the reading sciences and technology for teaching and learning in the Global South","authors":"Larysa Lysenko , Philip C. Abrami , Alexandra Gottardo , Eileen Wood , Anne Wade , Enos Kiforo , Jean Baptiste Maniraguha , Abraham Shivachi , Rose Iminza , Clifford Ghaa , Nancy Del Col , Maina WaGioko , Egidia Umutesi","doi":"10.1016/j.learninstruc.2025.102259","DOIUrl":"10.1016/j.learninstruc.2025.102259","url":null,"abstract":"<div><h3>Background</h3><div>In the Global South, persistent literacy challenges have been exacerbated by schooling disruptions during the pandemic and afterwards. Addressing this problem requires teachers who both understand how to teach reading, and can implement it effectively and efficiently.</div></div><div><h3>Aims</h3><div>This research examines the effects of an intervention combining a technology-based teacher professional development and implementation of new knowledge and skills and ABRA-READS interactive literacy software in early-primary classrooms in Kenya and Rwanda.</div></div><div><h3>Sample</h3><div>Participants were 22 teachers and 1341 students from Kenya and 20 teachers and 1002 students from Rwanda.</div></div><div><h3>Methods</h3><div>This quasi-experimental research featured the experimental teachers who implemented the intervention and their matching control teachers who taught reading in their usual way. Student reading outcomes were analyzed using hierarchical linear models (HLM). Teacher practices were assessed through self-reports, observations and trace data.</div></div><div><h3>Results</h3><div>Teachers shifted toward more student-centered instruction that incorporated decoding and comprehension, and students demonstrated significant reading improvements across gender and ability groups. Struggling readers in experimental classes made the largest gains, closing the gap with higher-reading peers in control classes.</div></div><div><h3>Conclusions</h3><div>Findings demonstrate that blended TPD instruction, combined with ABRA-READS software, can positively change classroom practice and improve all students’ reading abilities. This intervention offers a promising a strategy to mitigate learning disadvantages early by offering students equal opportunities to succeed. While the global crisis in education, especially in LMICs, persists, this research suggests a solution.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102259"},"PeriodicalIF":4.9,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466255","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}

引用次数: 0

Comparisons in everyday life: Effects on academic self-concepts 日常生活中的比较：对学术自我概念的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-11-07 DOI: 10.1016/j.learninstruc.2025.102257

Alexandra Petrak , Jens Möller , Fabian Wolff

Background

Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison).

Aim

The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life.

Samples

In Study 1, a total of N = 130 university students (Study 1), and in Study 2, a total of N = 226 high school students (Study 2) participated.

Methods

A diary approach was used to examine the spontaneous occurrence of students’ everyday social, temporal, dimensional and criterial comparisons. Participants noted all comparisons they made concerning university/school over one week, as well as their antecedents and the consequences of these comparisons on their academic self-concepts.

Results

All four comparison types were shown to be prevalent in daily life and to affect change in students’ self-concepts. Downward comparisons mostly increased, and upward comparisons mostly decreased academic self-concept. Social comparisons were the most common comparison type (social > temporal > dimensional > criterial) in both samples. Moreover, self-evaluation was the most important motivational trigger in both samples. For university students, social interactions were the most common situational trigger for comparisons, whereas for high school students, performance feedback triggered comparisons more frequently.

Conclusions

The results expand our understanding of academic self-concept development in everyday lives and contribute to the development of a comprehensive theory of comparison processes in academic contexts.

学生可以将自己在某一领域的成就与同龄人进行比较（社会比较），与自己在一段时间内的成就进行比较（时间比较），与自己在其他领域的成就进行比较（维度比较），或与事实标准进行比较（标准比较）。目的本研究旨在深入了解学生日常生活中的多重比较过程。研究1共有N = 130名大学生（研究1）参与，研究2共有N = 226名高中生（研究2）参与。方法采用日记法对学生日常社会比较、时间比较、维度比较和标准比较的自发发生情况进行调查。参与者注意到他们在一周内所做的关于大学/学校的所有比较，以及这些比较的前提和这些比较对他们学术自我概念的影响。结果四种比较类型在日常生活中普遍存在，并影响学生自我概念的变化。向下比较大多增加了学业自我概念，向上比较大多减少了学业自我概念。在两个样本中，社会比较是最常见的比较类型（社会>；时间>；维度>；标准）。此外，自我评价是两个样本中最重要的动机触发因素。对于大学生来说，社会互动是最常见的比较情境触发因素，而对于高中生来说，表现反馈更频繁地引发比较。结论本研究结果拓展了我们对日常生活中学术自我概念发展的理解，并促进了学术比较过程综合理论的发展。

{"title":"Comparisons in everyday life: Effects on academic self-concepts","authors":"Alexandra Petrak , Jens Möller , Fabian Wolff","doi":"10.1016/j.learninstruc.2025.102257","DOIUrl":"10.1016/j.learninstruc.2025.102257","url":null,"abstract":"<div><h3>Background</h3><div>Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison).</div></div><div><h3>Aim</h3><div>The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life.</div></div><div><h3>Samples</h3><div>In Study 1, a total of <em>N</em> = 130 university students (Study 1), and in Study 2, a total of <em>N</em> = 226 high school students (Study 2) participated.</div></div><div><h3>Methods</h3><div>A diary approach was used to examine the spontaneous occurrence of students’ everyday social, temporal, dimensional and criterial comparisons. Participants noted all comparisons they made concerning university/school over one week, as well as their antecedents and the consequences of these comparisons on their academic self-concepts.</div></div><div><h3>Results</h3><div>All four comparison types were shown to be prevalent in daily life and to affect change in students’ self-concepts. Downward comparisons mostly increased, and upward comparisons mostly decreased academic self-concept. Social comparisons were the most common comparison type (social > temporal > dimensional > criterial) in both samples. Moreover, self-evaluation was the most important motivational trigger in both samples. For university students, social interactions were the most common situational trigger for comparisons, whereas for high school students, performance feedback triggered comparisons more frequently.</div></div><div><h3>Conclusions</h3><div>The results expand our understanding of academic self-concept development in everyday lives and contribute to the development of a comprehensive theory of comparison processes in academic contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102257"},"PeriodicalIF":4.9,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466254","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}

引用次数: 0

Exploring teacher language use and early literacy achievement 探讨教师语言使用与早期读写能力的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-10-25 DOI: 10.1016/j.learninstruc.2025.102256

Yucheng Cao , Minkyung Cho , Young-Suk Grace Kim

Background

Teacher language is crucial to early literacy development, yet limited research has explored how its linguistic complexity and instructional functions evolve over time and relate to student achievement.

Aims

This study explored changes in the linguistic complexity and instructional functions of teacher talk and their associations with student literacy outcomes.

Samples

28 first-grade teachers and their 361 students across 6 schools.

Methods

Utilizing multilevel modeling to address the nested data structure, we analyzed teacher talk collected across the school year, focusing on lexical diversity and syntactic complexity (e.g., type-token ratio, verbs per utterance) and categorized instructional functions. Student outcomes included word reading, reading comprehension, and listening comprehension, with baseline scores and demographic covariates controlled.

Results

The overall volume of teacher talk decreased, while lexical diversity and syntactic complexity increased, reflecting more sophisticated language use from fall to spring. Linguistic features did not significantly predict students’ reading and listening outcomes after controlling for baseline scores and demographic covariates. However, instructional functions showed more complex associations. Management-related talk positively predicted reading comprehension, while praise, explanation, and closed-ended questions were negatively associated with literacy outcomes, particularly for students with lower initial skills. Interaction effects indicated that code-based talk supported word reading primarily for lower-skilled students, while meaning-based talk was negatively associated with literacy outcomes in the same group.

Conclusions

The findings suggest that not all teacher talk equally supports literacy development, highlighting the importance of considering contextual factors and their dynamic roles in shaping students’ literacy outcomes in future research.

教师语言对早期读写能力的发展至关重要，然而，关于其语言复杂性和教学功能如何随着时间的推移而演变以及与学生成绩的关系的研究有限。目的探讨教师话语的语言复杂性和教学功能的变化及其与学生读写能力的关系。样本来自6所学校的28名一年级教师和他们的361名学生。方法利用多层次建模来解决嵌套数据结构，我们分析了整个学年收集的教师谈话，重点关注词汇多样性和句法复杂性（例如，类型-标记比，每句话中的动词）以及分类教学功能。学生成绩包括单词阅读、阅读理解和听力理解，基线分数和人口统计学协变量均受控制。结果教师说话总量减少，词汇多样性和句法复杂性增加，反映出从秋季到春季教师语言使用更加复杂。在控制基线分数和人口统计协变量后，语言特征对学生的阅读和听力结果没有显著的预测作用。然而，教学功能表现出更复杂的关联。与管理相关的谈话对阅读理解有积极的预测作用，而赞美、解释和封闭式问题与读写能力的结果呈负相关，尤其是对初始技能较低的学生。交互效应表明，基于代码的谈话主要支持低技能学生的单词阅读，而基于意义的谈话对同一组学生的识字结果呈负相关。研究结果表明，并非所有的教师谈话都同样支持读写能力的发展，强调了在未来的研究中考虑情境因素及其在塑造学生读写能力结果中的动态作用的重要性。

{"title":"Exploring teacher language use and early literacy achievement","authors":"Yucheng Cao , Minkyung Cho , Young-Suk Grace Kim","doi":"10.1016/j.learninstruc.2025.102256","DOIUrl":"10.1016/j.learninstruc.2025.102256","url":null,"abstract":"<div><h3>Background</h3><div>Teacher language is crucial to early literacy development, yet limited research has explored how its linguistic complexity and instructional functions evolve over time and relate to student achievement.</div></div><div><h3>Aims</h3><div>This study explored changes in the linguistic complexity and instructional functions of teacher talk and their associations with student literacy outcomes.</div></div><div><h3>Samples</h3><div>28 first-grade teachers and their 361 students across 6 schools.</div></div><div><h3>Methods</h3><div>Utilizing multilevel modeling to address the nested data structure, we analyzed teacher talk collected across the school year, focusing on lexical diversity and syntactic complexity (e.g., type-token ratio, verbs per utterance) and categorized instructional functions. Student outcomes included word reading, reading comprehension, and listening comprehension, with baseline scores and demographic covariates controlled.</div></div><div><h3>Results</h3><div>The overall volume of teacher talk decreased, while lexical diversity and syntactic complexity increased, reflecting more sophisticated language use from fall to spring. Linguistic features did not significantly predict students’ reading and listening outcomes after controlling for baseline scores and demographic covariates. However, instructional functions showed more complex associations. Management-related talk positively predicted reading comprehension, while praise, explanation, and closed-ended questions were negatively associated with literacy outcomes, particularly for students with lower initial skills. Interaction effects indicated that code-based talk supported word reading primarily for lower-skilled students, while meaning-based talk was negatively associated with literacy outcomes in the same group.</div></div><div><h3>Conclusions</h3><div>The findings suggest that not all teacher talk equally supports literacy development, highlighting the importance of considering contextual factors and their dynamic roles in shaping students’ literacy outcomes in future research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102256"},"PeriodicalIF":4.9,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363809","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}

引用次数: 0