Learning and Instruction最新文献_第7页

Civic Education Outcomes After Emergency Lockdowns: International Evidence from the COVID-19 Pandemic 紧急封锁后的公民教育成果：来自COVID-19大流行的国际证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-21 DOI: 10.1016/j.learninstruc.2025.102243

Alec I. Kennedy, Ana María Mejía-Rodríguez, Rolf Strietholt

Background:

In early 2020, nations around the globe responded to the rapidly developing COVID-19 pandemic by implementing emergency containment measures to slow the spread of the virus. Educational systems were widely impacted as they made the difficult decision to close schools affecting over 1.5 billion students globally.

Aims:

This study aims to characterize the relationship between COVID-19 lockdown stringency and changes in several secondary student civic education outcomes.

Sample:

We use data on more than 100,000 grade 8 students from 15 educational systems that participated across multiple cycles of the International Civic and Citizenship Education Study (ICCS).

Methods:

We utilize multiple regression models with country- and cycle-fixed effects to estimate the relationship between the duration and stringency of COVID-19 containment measures and changes in grade 8 student civic education outcomes.

Results:

We find that longer school closures and greater lockdown stringency were associated with greater declines in average civic knowledge and trust in civic institutions. They were also associated with increases (or smaller decreases) in intentions to protest or expectations to participate in politics. Less consistent evidence was found regarding the relationship with expected participation in elections.

Conclusions:

The findings provide valuable insights into the associations between lockdown measures and early secondary student civic education outcomes, highly relevant for understanding how the pandemic and related policies may have influenced the future citizens of the world.

背景：2020年初，全球各国通过实施紧急遏制措施来应对快速发展的COVID-19大流行，以减缓该病毒的传播。教育系统受到了广泛影响，因为他们做出了关闭影响全球15亿多学生的学校的艰难决定。目的：本研究旨在描述COVID-19封锁严格程度与几种中学生公民教育成果变化之间的关系。样本：我们使用了来自15个教育系统的10万多名8年级学生的数据，这些学生参与了国际公民和公民教育研究（ICCS）的多个周期。方法：利用具有国家固定效应和周期固定效应的多元回归模型，估计疫情防控措施持续时间和严格程度与八年级学生公民教育成果变化的关系。结果：我们发现，更长的学校关闭时间和更严格的封锁与公民平均知识和对公民机构的信任的更大下降有关。它们还与抗议意图的增加（或较小的减少）或参与政治的期望有关。关于预期参与选举的关系，发现的证据不太一致。结论：研究结果为了解封锁措施与中学生早期公民教育成果之间的关系提供了有价值的见解，这对于了解大流行和相关政策如何影响未来的世界公民具有高度相关性。

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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 : 2026-02-01 Epub 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。

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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 : 2026-02-01 Epub 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。

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引用次数: 0

General introduction to the special issue on resilience in learning 关于学习弹性的专题简介

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-25 DOI: 10.1016/j.learninstruc.2025.102254

Sietske van Viersen , Maria Psyridou , Minna Torppa

In this introduction to the special issue ‘Resilience in Learning: In Search of Protective Factors and Compensatory Mechanisms’ we provide an overview of the seven articles featured in this special issue and address important themes in this relatively new area of research. These seven articles each have their own foci and form an introduction into the emerging field of academic resilience in the context of education. They cover a theoretical paper, scoping review, several original empirical studies, and an in-depth reflection on the emerging evidence for protective factors and compensatory mechanisms in the context of learning. As this special issue should only be considered as a starting point, we end with suggesting future directions to advance the field.

在这篇特刊“学习中的弹性：寻找保护因素和补偿机制”的引言中，我们概述了本期特刊的七篇文章，并讨论了这一相对较新的研究领域的重要主题。这七篇文章都有自己的重点，形成了对教育背景下学术弹性这一新兴领域的介绍。他们涵盖了一篇理论论文，范围审查，一些原始的实证研究，以及对学习背景下保护因素和补偿机制的新证据的深入反思。由于这一特殊问题只应被视为一个起点，我们以建议该领域未来的发展方向作为结束。

引用次数: 0

Effects of heterogeneity simulations on beliefs 异质性模拟对信念的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-25 DOI: 10.1016/j.learninstruc.2025.102258

Franziska Baier-Mosch , Charlotte Dignath , Mareike Kunter

Background

Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.

Aims

We investigated the impact of a text-based heterogeneity simulation on pre-service teachers' beliefs about the importance of teaching that addresses students’ heterogeneity.

Samples

We conducted two experiments, with n = 156 pre-service teachers participating in the first study and n = 152 pre-service teachers participating in the second study (replication).

Methods

In the heterogeneity simulation condition, pre-service teachers experienced what it is like to be part of a group of heterogeneous learners with different levels of prior knowledge. This condition was compared with a condition in which pre-service teachers read a scientific text on heterogeneity and with a control condition in which pre-service teachers did not deal with the topic of heterogeneity.

Results

The participants' beliefs about the importance of responding to school students' heterogeneity increased significantly in the first study in the heterogeneity simulation condition. This increase narrowly missed statistical significance in the second study. In both studies, pre-service teachers' beliefs about the importance of responding to school students’ heterogeneity did not increase in the heterogeneity text condition and the control condition.

Conclusions

Future research should further investigate the potential of heterogeneity simulations.

考虑学生先验知识异质性的教学策略，如差别化教学，是教学质量的一个重要特征，但在学校中很少被教师实施。模拟可以为职前教师提供异质性的经验，从而积极影响他们对应对学生异质性的教学重要性的信念。目的研究基于文本的异质性模拟对职前教师关于解决学生异质性的教学重要性信念的影响。样本我们进行了两项实验，n = 156名职前教师参与第一项研究，n = 152名职前教师参与第二项研究（重复）。方法在异质性模拟条件下，让职前教师亲身体验具有不同先验知识水平的异质性学习者。将该条件与职前教师阅读关于异质性的科学文本的条件和职前教师不处理异质性主题的对照条件进行比较。结果在异质性模拟条件下，被试对回应学生异质性重要性的信念显著增加。这一增加在第二项研究中几乎没有统计学意义。在两项研究中，职前教师对回应学生异质性重要性的信念在异质性文本条件和对照条件下均未增加。结论未来的研究应进一步探讨异质性模拟的潜力。

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引用次数: 0

Spatially-enhanced science instruction in elementary school: Impacts on teachers’ and students’ spatial skills 空间强化的小学科学教学：对师生空间技能的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-24 DOI: 10.1016/j.learninstruc.2025.102248

Kristin Michod Gagnier , Steven J. Holochwost , Ligia Tomazin , Shoug Alsayegh , Negar Fatahi , Ben Gold , Kelly R. Fisher

Background

Developing spatial skills shows promise for enhancing teaching and learning in Science, Technology, Engineering, and Mathematics (STEM). While many initiatives have focused on dedicated spatial skills training, this approach is often impractical for public schools. To address this, we developed a spatially-enhanced (SE) science curriculum integrating five spatial strategies—gesture, spatial comparison, spatial language, sketching, and explicit instruction in visualizations—into teachers’ pedagogy, instructional materials, and student activities throughout the academic year.

Aims

We examined whether using this SE curriculum in science instruction improved teachers' and students' spatial skills. We hypothesized that embedding spatial thinking practices into daily science instruction would prompt teachers—and, in turn, their students—to reason about spatial relationships and properties, leading to improved spatial thinking by year's end.

Sample

Participants were 35 third-grade teachers and 572 students (ages 8–9) from a large, urban mid-Atlantic district.

Methods

Teachers and students were randomly assigned to one of three conditions: (1) Business-As-Usual (BAU), (2) NGSS-Aligned (NGSS), and (3) Spatially-Enhanced-NGSS (SE-NGSS). All completed pre- and post-assessments of spatial skills at the beginning and end of the academic year.

Conclusions

Spatially enhancing science instruction appears to be a feasible and promising approach to strengthening spatial thinking in education, particularly for teachers, whose skills improved significantly with the SE-NGSS curriculum. The impact on students was less pronounced, likely because they are one step removed from the locus of intervention and because outcomes are shaped by curriculum implementation and teacher and school-level factors.

培养空间技能有望加强科学、技术、工程和数学（STEM）领域的教与学。虽然许多举措都侧重于专门的空间技能培训，但这种方法对公立学校来说往往是不切实际的。为了解决这个问题，我们开发了一个空间增强（SE）科学课程，将五种空间策略——手势、空间比较、空间语言、素描和可视化的明确指导——整合到教师的教学法、教学材料和整个学年的学生活动中。目的研究在科学教学中使用SE课程是否能提高教师和学生的空间技能。我们假设，将空间思维练习嵌入到日常科学教学中，将促使教师——以及他们的学生——对空间关系和属性进行推理，从而在年底前提高空间思维。样本参与者是来自大西洋中部一个大型城市地区的35名三年级教师和572名学生（8-9岁）。方法将教师和学生随机分配到以下三种情况中的一种：(1)照常工作（BAU）， (2) NGSS对齐（NGSS）和(3)空间增强NGSS （SE-NGSS）。所有学生都在学年开始和结束时完成了空间技能的前后评估。结论空间强化科学教学似乎是一种可行且有前景的方法，特别是对于教师，他们的技能在SE-NGSS课程中得到了显着提高。对学生的影响不太明显，可能是因为他们离干预地点只有一步之遥，也可能是因为结果是由课程实施、教师和学校层面的因素决定的。

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引用次数: 0

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 : 2026-02-01 Epub 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。

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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 : 2026-02-01 Epub 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。

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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 : 2026-02-01 Epub 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。

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引用次数: 0

Emotional dynamics and regulation in collaborative learning 合作学习中的情绪动态与调节

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-29 DOI: 10.1016/j.learninstruc.2025.102188

Tiina Törmänen , Mohammed Saqr , Sonsoles López-Pernas , Kristiina Mänty , Jasmiina Suoraniemi , Niklas Heikkala , Hanna Järvenoja

Background

Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.

Aims

This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.

Sample

Ninety-five secondary school students performed a collaborative science task in 31 small groups.

Methods

The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.

Results

The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.

Conclusions

This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.

研究表明，在协作学习过程中，学生对各种刺激事件的情绪反应是多样且波动的，但关于刺激事件、学生情绪反应和实施情绪调节策略之间关系的实证证据仍然很少。目的探讨群体成员在社会交往中如何协同构建情绪调节机制。具体而言，研究了学生在各种刺激事件中的情绪反应及其相关的情绪调节策略。样本：95名中学生在31个小组中完成了一项合作科学任务。方法对小组合作过程进行录像，观察刺激事件、学生相关情绪反应的效价以及小组成员言语互动中情绪调节策略的出现。学生的皮肤电活动被记录下来，以捕捉他们的情绪活动。采用时间网络、马尔可夫模型和序列分析方法探讨刺激事件、情绪反应和情绪调节策略之间的动态关系。结果小组情绪动态主要围绕三个实体：通过移情和情境调整调节任务相关刺激和外部刺激引起的消极情绪；通过相互支持管理社会刺激引起的情绪反应；通过幽默和相互积极反应增强小组的积极情绪。结论本研究有助于理解合作学习中的情绪和情绪调节，对教育实践具有一定的指导意义。通过采用多模态多渠道数据和新颖的学习分析方法，本研究有助于研究学习中情绪的方法的进步。

{"title":"Emotional dynamics and regulation in collaborative learning","authors":"Tiina Törmänen , Mohammed Saqr , Sonsoles López-Pernas , Kristiina Mänty , Jasmiina Suoraniemi , Niklas Heikkala , Hanna Järvenoja","doi":"10.1016/j.learninstruc.2025.102188","DOIUrl":"10.1016/j.learninstruc.2025.102188","url":null,"abstract":"<div><h3>Background</h3><div>Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.</div></div><div><h3>Sample</h3><div>Ninety-five secondary school students performed a collaborative science task in 31 small groups.</div></div><div><h3>Methods</h3><div>The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.</div></div><div><h3>Results</h3><div>The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.</div></div><div><h3>Conclusions</h3><div>This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102188"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721272","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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