Learning and Instruction最新文献_第8页

Complexity affects performance, cognitive load, and awareness 复杂性影响性能、认知负荷和意识

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-26 DOI: 10.1016/j.learninstruc.2024.102001

Ines Zeitlhofer , Joerg Zumbach , Judith Schweppe

Background

Problem-solving encourages learners to engage in deep knowledge processing. However, merely providing problem-solving activities without considering task complexity may not optimize learning.

Aims

The present study analyzed the effects of task complexity (consistently high vs. gradually increasing) on performance, germane cognitive load, meta-awareness, and intrinsic interest using a learning task conducted in a laboratory.

Sample

We analyzed data collected from 98 graduate and ungraduated university students (N = 98; M_age = 21.22 years, SD = 3.03).

Methods

The study comprised a main session and a post-test. During the main session participants completed a problem-solving task either with consistently high complexity or gradually increasing complexity. During the post-test all participants solved the task once with high complexity. Metacognition (regulation, knowledge), germane cognitive load, meta-awareness, and intrinsic interest were assessed by self-evaluation questionnaires.

Results

The findings indicated positive effects of consistently high complexity on immediate performance, germane cognitive load, and meta-awareness. Additionally, an important relationship between metacognition (regulation, knowledge) and meta-awareness was identified when learning with gradually increasing complexity. However, no impact of task complexity on intrinsic interest was found.

Conclusions

The findings suggest that exposing learners to consistently high complexity tasks can have beneficial effects on learning without negatively influencing intrinsic interest.

背景解决问题可以鼓励学习者进行深层次的知识处理。本研究分析了任务复杂性（持续的高复杂性与逐渐增加的复杂性）对学习成绩、种属认知负荷、元意识和内在兴趣的影响。样本我们分析了从 98 名研究生和未毕业大学生（N = 98；年龄 = 21.22 岁，SD = 3.03）收集的数据。在主要环节中，参与者完成一项复杂度持续较高或复杂度逐渐增加的问题解决任务。在后测期间，所有参与者都完成了一次高复杂度的任务。结果表明，持续的高复杂性对即时表现、相关认知负荷和元认知有积极影响。此外，当学习的复杂性逐渐增加时，元认知（调节、知识）和元认知之间的重要关系也得到了确认。结论研究结果表明，让学习者接触持续的高复杂性任务会对学习产生有益的影响，而不会对学习者的内在兴趣产生负面影响。

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引用次数: 0

Image interpretation scaffolds support adolescents’ historical reasoning 图像解读支架支持青少年进行历史推理

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-26 DOI: 10.1016/j.learninstruc.2024.101993

Kevin van Loon , Monika Waldis

Background

Image interpretation scaffolds and mind mapping may support students’ historical reasoning. Benefits of such approaches are, until present, not empirically tested.

Aims

This quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students’ historical reasoning about and with images.

Sample

Participants were adolescents (secondary school students, N = 145, M age 13.9 years).

Methods

Historical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students’ interpretative essays were rated to assess historical reasoning.

Results

Image interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time.

Conclusions

Image interpretation scaffolds seem beneficial to support students’ interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images.

背景图像解读支架和思维导图可以帮助学生进行历史推理。这项准实验研究比较了三种条件对学生历史推理的影响：有序的图像解读支架、灵活的图像解读支架和思维导图。样本参与者为青少年（中学生，N = 145，M 年龄 13.9 岁）。参与者在三个时间点解读三张照片。在 T1 阶段，学生没有任何支持。在 T2 和 T3，学生在随机分配的条件下解读一张图片。结果图片解读支架比思维导图更有助于历史推理。两种解释支架都增强了历史推理能力。尤其是灵活的图像解读支架似乎更有利于情境分析和描述图像信息与当前的相关性。结论图像解读支架似乎有利于支持学生解读历史图像。进一步的研究需要调查图像解读支架如何支持不同类型图像的历史推理。

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引用次数: 0

How to support self-assessment through standards in dissimilar-solution-tasks 如何通过不同解决方案任务中的标准支持自我评估

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-24 DOI: 10.1016/j.learninstruc.2024.101998

Linda Froese, Julian Roelle

Background

Providing learners with standards, which represent correct solutions to a task, is a promising means to support self-assessment. To date, however, the evidence in support of standards mainly stems from studies that used tasks for which correct solutions are very similar to each other in terms of both structural and surface features. By contrast, for tasks for which correct solutions are similar to each other only in terms of structural features, empirical evidence is scarce.

Aims

The goals of the present study were to investigate the effects of standards in tasks for which correct solutions are similar to each other only in terms of structural features.

Samples

Participants were N_Exp1 = 139 and N_Exp2 = 170 university students.

Methods

Using the task of generating examples that illustrate previously encountered declarative concepts, we varied whether in self-assessing the quality of their examples learners received standards (with vs. without) and structural comparison/processing support (with vs. without) that supported learners in processing the critical structural features of the standards and their own examples.

Results

Standards increased self-assessment accuracy and performance. The effects concerning self-assessment accuracy could be enhanced by additionally providing structural comparison support.

Conclusions

We conclude that standards are a promising means to support self-assessment accuracy in tasks for which correct solutions are similar to each other only in terms of structural features. However, their effectiveness depends on the degree to which learners compare their products and the standards in terms of structural features, which needs to be supported.

背景向学习者提供代表任务正确解决方案的标准，是支持自我评估的一种很有前途的方法。然而，迄今为止，支持标准的证据主要来自于使用正确解决方案在结构和表面特征方面都非常相似的任务的研究。本研究的目的是调查标准在正确答案仅在结构特征方面彼此相似的任务中的效果。样本参与者为 NExp1 = 139 和 NExp2 = 170 名大学生。方法通过生成能说明以前遇到过的陈述性概念的示例这一任务，我们改变了学习者在自我评估示例质量时是否接受了标准（有与没有）和结构比较/处理支持（有与没有），以支持学习者处理标准和他们自己的示例的关键结构特征。结论我们得出结论，在正确的解决方案仅在结构特征方面相似的任务中，标准是支持自我评估准确性的一种有前途的手段。然而，标准的有效性取决于学习者在多大程度上将自己的产品与标准的结构特征进行比较，这需要得到支持。

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引用次数: 0

Rating writing: Comparison of holistic and analytic grading approaches in pre-service teachers 给写作评分：职前教师整体评分法与分析评分法的比较

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-23 DOI: 10.1016/j.learninstruc.2024.101992

Carolina Lopera-Oquendo , Anastasiya A. Lipnevich , Ignacio Mañez

Background

In a typical instructional setting, teachers are responsible for making ongoing decisions that involve judgments of students’ capabilities, knowledge, learning needs, and progress toward a certain pre-specified goal. However, there is a significant within-teacher as well as a great between-teacher variability in the actual determination of grades. Grades appear to be an amalgam of characteristics of a student, filtered through a range of teacher personality variables.

Aims

The purpose of this study was to investigate the extent to which pre-service teachers agreed on students’ grades in writing task between holistic and analytic grading approaches and how their individual characteristics and beliefs about features of assessment explained the variability in grading practices.

Sample

Teacher candidates (N = 231, 65% female) enrolled in a training program in 2020 and 2021 cohorts at the University of València, Spain, were asked to read two essays, identified by experts as being of low and high quality, and assign holistic and analytic grades.

Results

although teacher candidates provided grades consistently across the two approaches (intra-individual differences), there was a high variability in the distribution among participants (inter-individual differences). We found that, gender, area of specialization, attitudes toward feedback, and extraversion were significant predictors of grading variability.

Conclusion

This study highlights the considerable variation in grading practices among pre-service teachers, indicating the influence of individual factors such as gender, specialization, feedback receptivity, and extraversion. Despite consistent grading within specific approaches, the inter-individual differences in scores were substantial. Due to the consequential nature of teacher grades, our findings offer important insights and have critical implications for teacher preparation and professional development programs.

背景在典型的教学环境中，教师负责对学生的能力、知识、学习需求以及在实现某个预先指定目标方面的进展情况作出持续的判断。然而，在实际确定成绩的过程中，教师内部和教师之间的差异都很大。本研究的目的是调查职前教师在整体评分法和分析评分法之间对学生写作任务成绩的认同程度，以及他们的个人特点和对评价特点的信念如何解释评分实践中的差异。样本西班牙瓦伦西亚大学（University of València）2020 年和 2021 年入学的师范生（N = 231，65% 为女性）被要求阅读两篇被专家认定为低质量和高质量的作文，并给出整体评分和分析评分。我们发现，性别、专业领域、对反馈的态度和外向性是评分差异的重要预测因素。结论这项研究凸显了职前教师在评分实践中的巨大差异，表明性别、专业领域、反馈接受能力和外向性等个体因素的影响。尽管在特定的方法中评分是一致的，但个体间的分数差异很大。由于教师评分的后果性，我们的研究结果提供了重要的见解，并对教师准备和专业发展计划具有重要意义。

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引用次数: 0

Disciplinary vocabulary and mastery of educational objectives in first-grade 一年级学科词汇和教学目标的掌握情况

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-23 DOI: 10.1016/j.learninstruc.2024.102000

Katherine Strasser , Alejandra Meneses , Carolina Iturra , Anneliese Marín

Background

In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.

Aims

To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.

Sample

One-hundred-and-seventy-four Chilean first-grade students in 26 schools.

Methods

We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.

Results

Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.

Conclusions

Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.

背景与一般学术词汇相比，对学科学术词汇的研究较少，尤其是其在教材中的使用频率及其对低年级教育成果的贡献；因此，学术界对向青少年学生教授这些词汇并没有强有力的建议。更好地了解这些词汇对低年级学生的重要性，可以补充我们对词汇在教育和学习中的作用的理解，并有助于制定更有效的干预措施。通过使用频率和教学标准，我们选择了一组科学和社会研究词汇以及一般学术词汇，并对 174 名智利一年级学生的词汇知识进行了评估。随后，我们对孩子们掌握这两个科目教育目标的情况进行了测试。结果一年级教材中经常出现学科词汇，但在控制了一般词汇、一般学术词汇和工作记忆之后，只有科学词汇而非社会研究词汇对儿童掌握教育目标有显著作用。词汇干预应包括一般学术词汇和学科词汇。

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引用次数: 0

The integration of virtual reality-enhanced multimodal meaning-making improves knowledge acquisition and disciplinary literacy development in science classrooms 结合虚拟现实增强多模态意义建构，提高科学课堂的知识获取和学科素养发展

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-22 DOI: 10.1016/j.learninstruc.2024.101999

Ai-Chu Elisha Ding, Eunkyoung Elaine Cha

Background

Multilingual learners (MLs) in English-medium classrooms often experience difficulties in understanding science concepts and developing disciplinary literacy as traditional science classrooms focus mostly on the verbal modes of communication, which creates a disadvantaged learning environment for MLs compared to their peers who are English monolingual learners (EMLs).

Aims

This study investigates the effect of Virtual Reality (VR)-mediated multimodal meaning-making embedded in a science unit on science knowledge acquisition (SK) and disciplinary literacy in science (DL-S) for MLs and EMLs.

Samples

Participants were 97 middle school 7th and 8th grade students.

Methods

The current study is a mixed-methods study analyzing quantitative data followed by qualitative analysis. Researchers utilized a 2x2 quasi-experimental, pre- and post-test design to study the science knowledge and science literacy outcomes of two different types of learners (i.e., MLs and EMLs) under two different modes (immersive VR vs. desktop VR).

Results

Quantitative analysis demonstrates significant improvements in SK and DL-S for both MLs and EMLs in this VR-enhanced science unit. Participants engaging with immersive VR exhibited notably higher post-test scores in SK and DL-S compared to desktop VR users. Qualitative findings suggest that the immersive VR environment provides more visual—and gestural-focused meaning-making opportunities and unique multimodal affordances that support the focal ML's disciplinary literacy practice.

Conclusions

This study provides evidence that the incorporation of immersive VR instruction may create a space for visual- and gestural-focused meaning-making, which contributes to both MLs and EML students’ development of disciplinary literacy in science.

背景在以英语为教学语言的课堂上，多语种学习者（MLs）在理解科学概念和发展学科素养方面经常遇到困难，因为传统的科学课堂主要侧重于口头交流模式，这与英语单语学习者（EMLs）相比，为多语种学习者创造了不利的学习环境。本研究调查了以虚拟现实（VR）为媒介、嵌入科学单元的多模态意义建构对多语种学习者和英语单语学习者的科学知识获取（SK）和科学学科素养（DL-S）的影响。研究人员采用了 2x2 准实验、前测和后测设计，研究了两种不同模式（沉浸式 VR 与桌面 VR）下两种不同类型学习者（即 ML 和 EML）的科学知识和科学素养成果。与桌面 VR 用户相比，使用沉浸式 VR 的参与者在 SK 和 DL-S 测试后得分明显更高。定性研究结果表明，身临其境的 VR 环境提供了更多以视觉和手势为重点的意义建构机会和独特的多模态能力，为重点 ML 的学科素养实践提供了支持。结论这项研究提供的证据表明，融入身临其境的 VR 教学可以为以视觉和手势为重点的意义建构创造空间，从而促进 ML 和 EML 学生的科学学科素养发展。

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引用次数: 0

Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations 支架实时适应性的影响：支持职前数学教师的模拟评估技能

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-20 DOI: 10.1016/j.learninstruc.2024.101994

Michael Nickl , Daniel Sommerhoff , Anika Radkowitsch , Sina A. Huber , Elisabeth Bauer , Stefan Ufer , Jan L. Plass , Tina Seidel

Background

Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains.

Aims

In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry.

Sample

Participants were 245 pre-service teachers.

Methods

In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding.

Results

We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process.

Conclusions

This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.

背景在基于视频的模拟教学中，为职前教师的评估过程提供支架，可以提高他们掌握和完善评估技能的能力，例如，准确判断学生的数学证明技能。在本研究中，我们调查了基于实时过程数据的自适应支架的有效性，特别是针对职前数学教师在几何中对学生数学证明技能的评估技能。方法在前测和后测中，参与者完成了基于视频的模拟，以测量他们对学生数学证明技能的评估技能。在干预过程中，参与者被随机分配完成视频模拟：(i) 无支架；(ii) 非适应性支架；或 (iii) 适应性支架。结果我们没有发现适应性支架在提高职前教师判断准确性方面有显著优势，这与之前的研究结果一致。为了进行深入分析，我们开发并应用了一个方案来系统地验证自适应支持的设计决策。该方案重点关注适应性来源和所采用的支持机制的选择和测量。结论本研究强调了对描述短期干预中学习情况的近端测量的需求，探索了自适应支架的复杂性，如与设计环适应性的重叠或自动编码的准确性，并为深入评估支架的适应性提供了一个方案。

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引用次数: 0

Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring 建设性检索：对学习、动机和元认知监控的益处

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-12 DOI: 10.1016/j.learninstruc.2024.101974

Tino Endres , Shana Carpenter , Alexander Renkl

Aims

We tested whether combining constructive learning prompts with retrieval practice (constructive retrieval) positively affects delayed learning outcomes (factual knowledge, comprehension), metacognitive accuracy, and motivation.

Sample & methods

Undergraduate students (N = 152) learned from a video-recorded lecture, and then engaged in follow-up learning activities involving retrieval practice, restudy, elaboration, or a combination of retrieval practice with elaboration. We ensured that initial retrieval success was high and that all groups had the same expectations about the nature of content to be tested. We assessed both factual knowledge and comprehension, as well as the respective indicators of metacognitive-monitoring accuracy (metamemory, metacomprehension). We assessed self-efficacy and situational interest as motivational variables.

Results

In a one-week-delayed posttest, elaboration improved factual knowledge and comprehension. This pattern held whether learners just elaborated or additionally engaged in retrieval practice. Having students self-generate their own examples during retrieval practice improved comprehension, but merely letting students retrieve experimenter-provided examples did not. Students' self-reported mental effort mediated the factual knowledge benefits of retrieval practice. The number of students’ self-generated elaborations mediated comprehension benefits. Students engaging in constructive retrieval while learning revealed the highest metacognitive-monitoring accuracy in factual knowledge and comprehension. We found no differences between conditions regarding situational interest and self-efficacy. Motivation to reuse the respective learning strategies was higher in all conditions compared to restudy.

Conclusion

Constructive retrieval seems advantageous when considering its benefits on learning outcomes and metacognition. When working on retrieval tasks, students only profited from self-generated, but not from provided, examples with respect to comprehension.

目的我们测试了将建设性学习提示与检索练习（建设性检索）相结合是否会对延迟学习结果（事实知识、理解能力）、元认知准确性和学习动机产生积极影响。我们确保最初的检索成功率很高，而且所有小组对测试内容的性质都抱有相同的期望。我们评估了事实知识和理解能力，以及元认知监控准确性的相应指标（元记忆、元理解）。我们还评估了作为动机变量的自我效能感和情境兴趣。无论学习者只是进行了详细阐述还是额外进行了检索练习，这种模式都是成立的。在检索练习中，让学生自己生成例子可以提高理解能力，但仅仅让学生检索实验者提供的例子并不能提高理解能力。学生自我报告的脑力劳动对检索练习带来的事实知识益处起到了中介作用。学生自我阐述的数量对理解能力的提高有中介作用。在学习过程中进行建设性检索的学生在事实知识和理解方面的元认知监控准确性最高。在情境兴趣和自我效能感方面，我们没有发现不同条件下的差异。与重新学习相比，所有条件下重复使用相应学习策略的动机都更高。在完成检索任务时，学生只从自我生成的例子中获益，而不是从提供的例子中获益。

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引用次数: 0

Children’s and mothers’ understanding of play and learning: Repertoires across five cultures 儿童和母亲对游戏和学习的理解：跨越五种文化的对话

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-10 DOI: 10.1016/j.learninstruc.2024.101981

Lucía Bugallo , Sarah Jane Mukherjee , Nora Scheuer , Teresa Cremin , Virginia Montoro , Roberta Golinkoff , Marcia Preston , Doris Pui Wah Cheng , Jill Popp

Background

Multiple tensions pervade the relationship between play and learning. Children's perceptions of this relationship are rarely analysed or placed alongside their parents' views. Literature has focused on predominant themes ignoring intra and inter-cultural variability.

Aims

We aimed to capture the different ways in which children and mothers in different cultural contexts conceive children's daily activities as instances of play and of learning.

Samples

Participants were 392 children (aged 5 and 7) and 192 mothers from Argentina, Denmark, China, England, United States.

Methods

Through a semi-structured interview, two closing questions were analysed: ‘Do you think it's possible to play and learn at the same time? Playing and learning, what's the difference between them?‘Lexicometry was applied to participants' responses. Qualitative analysis of local results was carried out to build a cross-cultural repertoire.

Results

A wide range of understandings emerged ranging from an impossibility of co-occurrence (characteristic of children) to a beneficial co-occurrence (characteristic of mothers). For many children play and learning constitute separate realms of activity and only among children is there evidence that learning is necessary to play. For all mothers, daily activities are opportunities for learning. Intra age-group heterogeneity varied across sites.

Conclusions

Learning in play was conceived by the children, but play in learning was restricted to academic learning. Hegemonic conceptions of education influenced participants' perceptions. The mothers expressed discrepancies between ‘ideal’ situations of co-occurrence between play and learning, and daily situations of not co-occurrence. A deep understanding of the synergies between these practices can unlock their mutual enrichment.

背景游戏和学习之间的关系充斥着多重紧张关系。儿童对这种关系的看法很少得到分析，也很少与父母的看法放在一起。样本参与者是来自阿根廷、丹麦、中国、英国和美国的 392 名儿童（5 岁和 7 岁）和 192 名母亲。方法通过半结构式访谈，分析了两个结束性问题："你认为游戏和学习可以同时进行吗？玩和学习，它们之间有什么区别？"对参与者的回答进行了词法分析。对当地结果进行了定性分析，以建立一个跨文化语料库。结果出现了多种理解，从不确定性的同时存在（儿童的特点）到有益的同时存在（母亲的特点）。对许多儿童来说，游戏和学习是不同的活动领域，只有在儿童中才有证据表明学习是游戏的必要条件。对所有母亲来说，日常活动都是学习的机会。结论儿童在游戏中学习，但学习中的游戏仅限于学术学习。霸权教育观念影响了参与者的看法。母亲们表达了游戏与学习共存的 "理想 "情境与不共存的日常情境之间的差异。对这些实践之间协同作用的深刻理解可以释放它们的相互丰富性。

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引用次数: 0

What teachers can do to enhance students’ well-being: Discussion 教师如何提高学生的幸福感？讨论

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-06 DOI: 10.1016/j.learninstruc.2024.101980

Bernhard Schmitz

Background

This special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being.

Method

The issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts.

Results

Findings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements.

Conclusion

This SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.

背景本特刊揭示了如何通过教学实践提高学生的幸福感，强调了幸福感在教育中的重要意义。本期特刊包括七项实证研究，每项研究都探讨了教师相关变量（如情感、成长心态）或教学相关变量（如跨文化教育、需求支持型教学）与学生幸福感之间的关系。研究采用的研究方法既包括国际学生评估项目（PISA）等大规模评估，也包括不同教育水平和背景下的详细纵向设计。也就是说，教师的具体行为和教学方法与学生的幸福感息息相关。主要方面包括跨文化教育、需求支持型教学和积极的师生关系。这些研究在方法上的优势在于它们使用了大型数据集、纵向设计和多信息数据。基于这些发现，我就可能的方法改进提出了一些建议。研究结果还可以通过提供对这一主题的多方面、多国和多信息理解，扩展我们现有的知识。文章提出了教师如何为学生的幸福提供支持的实际应用建议，并强调了将幸福融入教育话语的重要性，为今后的教学过程研究奠定了基础。

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