Learning and Instruction最新文献_第8页

Testing individual and group markers of collaboration in a team-based learning classroom 在以团队为基础的学习课堂中测试个人和小组的协作标记

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-18 DOI: 10.1016/j.learninstruc.2025.102215

Y. H. Victoria Chua , Justin Dauwels , Preman Rajalingam , Chew Lee Teo , Suzy J. Styles

Background

Intra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied.

Aims

Using a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team's discussions.

Sample

Participants were 165 undergraduate students assigned to 28 teams.

Methods

Using linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons.

Results

None of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics.

Conclusion

While students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning.

背景：在实际的TBL课程中，小组讨论在知识巩固和学习中发挥着巨大的作用，但往往没有得到充分的研究。目的：使用预先注册的研究框架，我们研究了参与公平（H1）、互惠互动（H2）、信息密度（H3）、相互理解（H4）和情感融洽（H5）是否影响学生从小组内部团队学习讨论中学习的程度，以及他们如何评价团队讨论。样本参与者是被分配到28个小组的165名本科生。方法利用从一年级和二年级医学生参与团队学习的录音中提取的语言、会话和社会情感特征，在群体和个人层面对每个构念进行概念化。我们使用线性混合效应模型和竞争模型方法来确定我们的指标中哪一个最能说明在个人学习收益和感知协作质量方面观察到的差异。分析计划进行了预登记，包括多重比较的校正。结果我们的个人水平或群体水平指标都不能显著预测个人学习收益。其中一个组级指标显著地预测了感知到的协作质量：互惠互动。我们的探索性分析发现，团队中表现最好的人的个人基线分数积极地预测了团队中其他人的个人学习收益，而不管其他交互指标如何。结论当学生在小组中轮流时，他们认为学生的协作质量最高，但学生学习收益的最强预测因子是得分最高的队友的知识水平。这一发现对课堂公平、小组形成和活动规划具有启示意义。

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引用次数: 0

The dynamics of creative agency: Insights from two intensive diary studies on university students 创意代理的动态：来自两项针对大学生的密集日记研究的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-17 DOI: 10.1016/j.learninstruc.2025.102222

Aleksandra Zielińska, Maciej Karwowski

Background

Creative processes and actions are driven not only by people's abilities but also by their confidence and readiness to invest effort.

Aims

This intensive, daily-diary investigation (two studies, total N_participants = 362, N_measurements = 8322 over three and four weeks) explored how students’ self-perception (creative confidence) and self-regulation—two aspects of creative agency—shape the likelihood of undertaking creative action.

Samples

Study 1 included 234 university students (5923 student-day units); Study 2 included 128 university students (2399 student-day units).

Methods

In Study 1, participants completed daily diary measurements over four weeks, reporting on their creative self-perception and engagement in creative activities. Using dynamic structural equation modeling (DSEM), we analyzed cross-day lagged associations between creative activity and confidence. In Study 2, students completed daily diaries during a three-week creative project while receiving either self-regulation-enhancing prompts (experimental group) or no additional support (control group). Multilevel regression analyses estimated differences in students’ creative self-perception and creative engagement resulting from strengthened self-regulation.

Results

Study 1 showed a robust effect of the previous day's creative activity on the next day's confidence, and no effect of confidence on activity. In Study 2, students whose self-regulation was activated reported higher creative confidence and task-specific creative self-efficacy than the control group and engaged more in creative activities in everyday settings.

Conclusions

These findings shed light on the role of perceived agency for creative action and the dynamic interplay of self-beliefs and self-regulation. They also open avenues for developing brief interventions to make creativity more salient in students’ everyday in- and out-of-school settings.

创造性的过程和行动不仅取决于人们的能力，还取决于他们的信心和投入努力的意愿。目的：这项密集的、每日日记式的调查（两项研究，共n名参与者= 362，n测量值= 8322，为期三周和四周）探讨了学生的自我感知（创造性自信）和自我调节——创造性代理的两个方面——如何塑造从事创造性行动的可能性。研究1包括234名大学生（5923学日单位）；研究2包括128名大学生（2399个学生日单位）。在研究1中，参与者完成了为期四周的每日日记测量，报告了他们的创造性自我感知和创造性活动的参与情况。使用动态结构方程模型（DSEM），我们分析了创造性活动和信心之间的跨日滞后关联。在研究2中，学生们在接受自我调节增强提示（实验组）或没有额外支持（对照组）的情况下，在为期三周的创意项目中完成每日日记。多水平回归分析估计了自我调节增强对学生创造性自我知觉和创造性投入的影响。结果研究1显示，前一天的创造性活动对第二天的信心有显著影响，而信心对活动没有影响。在研究2中，自我调节被激活的学生比对照组表现出更高的创造性自信和特定任务的创造性自我效能，并且在日常环境中参与更多的创造性活动。这些发现揭示了感知代理在创造性行为中的作用，以及自我信念和自我调节之间的动态相互作用。它们还为制定简短的干预措施开辟了道路，使创造力在学生的日常校内外环境中更加突出。

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引用次数: 0

Exploring creativity in self-regulated learning and its association with academic performance 探索自主学习中的创造力及其与学习成绩的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-16 DOI: 10.1016/j.learninstruc.2025.102224

Xiaowen Wang , Huiguang Ren , Roni Reiter-Palmon , Weiguo Pang

Background

Despite global acknowledgment of the importance of fostering creativity in education, there is a gap in understanding creativity in learning process.

Aims

This study examines how creativity manifests in students’ use of learning strategies within self-regulated learning (SRL) and how it relates to self-efficacy and academic performance. Specifically, we explore the relations between four indicators of creativity (fluency, flexibility, originality, and usefulness) and self-monitoring, and examine how these indicators influence self-efficacy and academic performance.

Sample

Participants were 100 undergraduate students (M_age = 19.48 years; SD = 0.86; 70 % female) from a first-year psychological statistics class.

Methods

Using a diary approach over 14 days before the final exam, participants documented their learning strategies and assessed their self-monitoring and academic self-efficacy daily. Final exam scores were recorded as academic performance. Creativity in the application of learning strategies was codified into four indicators: fluency (number of strategies used), flexibility (number of strategy categories and category switches), originality (uniqueness of strategies), and usefulness (perceived effectiveness of strategies).

Results

Dynamic structural equation models indicated that fluency and flexibility (category number) positively predicted next-day self-monitoring, while self-monitoring predicted next-day flexibility (category switch) and usefulness. Regression analyses showed significant positive relations between fluency, flexibility (category number and switch), usefulness, and academic performance. Academic self-efficacy mediated the relation between fluency, flexibility (category number), originality, usefulness, and academic performance.

Conclusion

This study illuminates the creative dimension in the application of learning strategies within SRL, highlighting how creativity dynamically interacts with self-monitoring and self-efficacy to enhance academic performance.

尽管全球都认识到在教育中培养创造力的重要性，但对学习过程中的创造力的认识还存在差距。目的研究自我调节学习中创造性在学生学习策略使用中的表现及其与自我效能感和学习成绩的关系。具体而言，我们探讨了创造力的四个指标（流利性、灵活性、独创性和有用性）与自我监控之间的关系，并研究了这些指标如何影响自我效能感和学习成绩。样本参与者为100名来自一年级心理统计班的本科生（年龄= 19.48岁；SD = 0.86； 70%为女性）。方法在期末考试前14天采用日记的方法，参与者每天记录他们的学习策略，并评估他们的自我监控和学业自我效能。期末考试成绩被记录为学习成绩。学习策略应用中的创造力被归类为四个指标：流利性（使用策略的数量）、灵活性（策略类别和类别转换的数量）、独创性（策略的独特性）和有用性（策略的感知有效性）。结果动态结构方程模型显示，流利性和灵活性（类别数）正预测次日自我监测，而自我监测正预测次日灵活性（类别切换）和有用性。回归分析显示流畅性、灵活性（类别数和转换）、有用性和学习成绩之间存在显著的正相关。学业自我效能在流利性、灵活性（类别数）、独创性、有用性和学业成绩之间起中介作用。结论本研究揭示了创造性维度在中小学生学习策略应用中的作用，揭示了创造性与自我监控和自我效能感的动态交互作用对学业成绩的影响。

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引用次数: 0

Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions 教师的专业视野在课堂上是否可见？探索教师基于知识的推理与观察到的课堂互动之间的联系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-16 DOI: 10.1016/j.learninstruc.2025.102220

Heli Muhonen , Eija Pakarinen , Marja-Kristiina Lerkkanen

Background

It has been posited that teachers' professional vision reflects their pedagogical competence and expertise; however, the empirical evidence supporting these claims remains inadequate to construct comprehensive research-based knowledge of teachers' professional vision as a background mechanism underpinning their classroom interactions. To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.

Aims

This study explored the extent to which teachers’ knowledge-based reasoning – a component of their professional vision – is linked to the quality of observed classroom interactions during lessons.

Sample

Finnish grade 2 teachers’ lessons (N = 50) were investigated.

Methods

Employing a mixed-method approach, classroom lessons were explored from two perspectives: (1) from the teacher's own perspective, using the gaze-cued retrospective think-aloud method; and (2) from an objective perspective, using video-recorded classroom observation and evaluated using the Classroom Assessment Scoring System (CLASS K-3; Pianta et al., 2008).

Results

Diverse aspects of teachers' knowledge-based reasoning were found to predict the dimensions of emotional support and classroom organisation observed in classroom lessons. Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.

Conclusions

The knowledge-based reasoning behind teachers' classroom actions is reflected – in particular – in the quality of the emotional support they provide and the classroom organisation they demonstrate. However, supporting teachers’ professional vision and advancing their instructionally supportive classroom interactions warrant careful attention.

教师的专业视野反映了教师的教学能力和专业知识；然而，支持这些主张的经验证据仍然不足以构建全面的基于研究的教师专业愿景知识，作为支撑其课堂互动的背景机制。为了开发支持学生学习的高质量课堂互动，我们需要深入了解教师在课堂互动实践背后的专业视野。目的本研究探讨了教师基于知识的推理——他们专业视野的一个组成部分——在多大程度上与课堂上观察到的课堂互动质量有关。抽样调查芬兰二年级教师的课程（N = 50）。方法采用混合方法，从两个角度对课堂教学进行探讨：(1)从教师自身角度出发，采用注视提示回溯式有声思考法；(2)从客观的角度出发，使用视频录制的课堂观察和使用课堂评估评分系统（CLASS K-3; Pianta et al., 2008）进行评估。结果发现教师知识推理的多个方面可以预测课堂教学中观察到的情感支持和课堂组织的维度。教师基于知识的推理与教学支持的维度之间的关联不足。教师课堂行为背后的基于知识的推理，尤其反映在他们提供的情感支持的质量和他们展示的课堂组织上。然而，支持教师的专业视野和促进他们的教学支持性课堂互动需要仔细关注。

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引用次数: 0

How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I] 如何向教师传达证据：比较语言和视觉效果大小表示的效果[注册报告-第一阶段]

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-08 DOI: 10.1016/j.learninstruc.2025.102179

Florian Kühlwein , Samuel Merk , Jürgen Schneider , Kirstin Schmidt

Background

Teachers are encouraged to consider relevant evidence from educational research to improve the quality of their instruction. This approach requires them to have a reasonably accurate idea of the effectiveness of educational interventions. Currently prevalent ways of communicating effect sizes, however, often lead to imprecise effect magnitude estimates.

Aims

We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.

Sample

For the pilot study, N = 20 English-speaking teachers were recruited on Prolific, and for the main study, N = 120 will be recruited.

Planned methods

We employ a randomized 4 × 6 × 2 between–within-within-person experiment with the outcomes of interest being teachers' effect magnitude estimates and perceived relevance, informativeness, and difficulty.

Pilot results

Across the conditions, teachers' effect magnitude estimates correlated strongly (τ = 0.69) with true effect sizes and personified relevance correlated moderately (τ = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's d = −0.52, 95 % CI = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U₃ expressions as more informative (r_rb = −0.27, 95 % CI = [−0.40, −0.13]), and less difficult (r_rb = 0.31, 95 % CI = [0.17, 0.44]) to understand than visually communicated effect sizes.

Preliminary conclusion

Communicating effect sizes can work verbally and visually.

背景鼓励教师考虑来自教育研究的相关证据，以提高教学质量。这种方法要求他们对教育干预的有效性有一个相当准确的认识。然而，目前流行的传播效应大小的方法往往导致不精确的效应大小估计。目的我们的目的是调查教师如何估计和感知口头和视觉传达的效应大小。作为试点研究，在多产网站上招募了N = 20名英语教师，作为主要研究，将招募N = 120名教师。计划方法我们采用了随机的4 × 6 × 2的人与人之间的实验，感兴趣的结果是教师的效应大小估计和感知的相关性、信息量和难度。在所有条件下，教师的效应量估计值与真实效应量强烈相关（τ = 0.69），人格化相关性与客观相关性适度相关（τ = 0.41）。然而，教师在语言方面的准确性低于视觉方面（Cohen’s d = - 0.52, 95% CI =[- 0.81, - 0.23]）。相反，他们认为口头传达的Cohen的U3表达比视觉传达的效果更有信息量（rrb = - 0.27, 95% CI =[- 0.40, - 0.13]），并且更容易理解（rrb = 0.31, 95% CI =[0.17, 0.44]）。初步结论沟通效应量可以通过口头和视觉两种方式进行。

{"title":"How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I]","authors":"Florian Kühlwein , Samuel Merk , Jürgen Schneider , Kirstin Schmidt","doi":"10.1016/j.learninstruc.2025.102179","DOIUrl":"10.1016/j.learninstruc.2025.102179","url":null,"abstract":"<div><h3>Background</h3><div>Teachers are encouraged to consider relevant evidence from educational research to improve the quality of their instruction. This approach requires them to have a reasonably accurate idea of the effectiveness of educational interventions. Currently prevalent ways of communicating effect sizes, however, often lead to imprecise effect magnitude estimates.</div></div><div><h3>Aims</h3><div>We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.</div></div><div><h3>Sample</h3><div>For the pilot study, <em>N</em> = 20 English-speaking teachers were recruited on Prolific, and for the main study, <em>N</em> = 120 will be recruited.</div></div><div><h3>Planned methods</h3><div>We employ a randomized 4 × 6 × 2 between–within-within-person experiment with the outcomes of interest being teachers' effect magnitude estimates and perceived relevance, informativeness, and difficulty.</div></div><div><h3>Pilot results</h3><div>Across the conditions, teachers' effect magnitude estimates correlated strongly (<em>τ</em> = 0.69) with true effect sizes and personified relevance correlated moderately (<em>τ</em> = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's <em>d</em> = −0.52, 95 % <em>CI</em> = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U<sub>3</sub> expressions as more informative (r<sub>rb</sub> = −0.27, 95 % <em>CI</em> = [−0.40, −0.13]), and less difficult (r<sub>rb</sub> = 0.31, 95 % <em>CI</em> = [0.17, 0.44]) to understand than visually communicated effect sizes.</div></div><div><h3>Preliminary conclusion</h3><div>Communicating effect sizes can work verbally and visually.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102179"},"PeriodicalIF":4.9,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019105","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 the interaction of writer individual differences in predicting L2 students’ writing achievements 探讨作者个体差异在预测二语学生写作成绩中的交互作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-02 DOI: 10.1016/j.learninstruc.2025.102214

Jianhua Zhang , Lawrence Jun Zhang

Background

There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.

Aims

This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.

Samples

We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.

Methods

We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.

Results

Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.

Conclusion

The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.

关于学习者个体差异对二语学习的影响已有大量研究。然而，关于作者个体差异之间的复杂相互作用及其对二语学生写作表现的影响，文献几乎是空白的。目的本研究旨在探讨WIDs在预测二语学生写作表现中的相互作用。我们选取了来自两所中国大学的391名自愿参加第二语言学习的学生作为本研究的方便样本。方法对被试进行语言能力和工作记忆能力的认知测试，对被试的自我感知二语砂砾、写作成就目标、写作自我效能感和自我调节学习写作策略进行问卷调查，并对被试的写作表现进行问卷调查。结果通过结构方程模型，我们确定了共享和特定任务的中介路径。在两项任务中，二语砂砾和写作自我效能分别介导词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响；写作成就、二语砂砾和写作成就目标在词汇学习能力对二语写作质量的影响中起中介作用；写作自我效能感在二语砂砾对二语写作质量的影响中起中介作用。此外，在议论文任务中，SRL写作策略介导了写作成就目标对二语写作质量的影响，而在叙事任务中，二语砂砾分别介导了词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响，写作自我效能介导了工作记忆对二语写作质量的影响。结论研究结果揭示了一个复杂的中介过程，揭示了WIDs如何通过多种中介影响二语写作表现。

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引用次数: 0

The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change 教师谈话对小学生科学学习的影响：以人为本的观念变迁分析

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-01 DOI: 10.1016/j.learninstruc.2025.102216

Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach

Background

Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.

Aims

The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.

Sample

Participants were 1162 students from 53 fourth grade classes.

Methods

Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.

Results

Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.

Conclusion

Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.

学生表现出大量的先入为主的观念，经常偏离科学概念。克服这些误解所需的观念变化可以通过不同的途径实现。然而，言语支持策略对这一现象的影响尚不明确。目的本研究旨在考察学生是否同时表现出误解和科学概念，以及言语支持策略如何影响学生的概念发展。样本参与者是来自53个四年级班级的1162名学生。方法通过T1、T2两个时间点的问卷调查，考察学生的观念。使用视频编码来评估教师使用的言语支持策略。进行了潜在特征分析和潜在特征转移分析，并将支持策略作为协变量。结果在T1时发现了“高度误解”、“高度共存”、“高度碎片化”和“高度科学”四个特征。语言支持策略的影响取决于学生在T1阶段所处的环境。在T2阶段，针对T1阶段“高度误解”或“高度碎片化概念”的人采取的重点策略阻碍了向“高度科学概念”的转变。当以“概念高度共存”为出发点时，激活和发声策略的使用对这种转变产生了积极影响。教师需要意识到，在口头支持方面没有放之四海而皆准的解决方案。相反，教师需要不断检查学生的知识水平，并调整他们的策略。

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引用次数: 0

The moderating role of the teacher-child relationship in the association between peer rejection and language competence in early childhood education 幼儿教育中师生关系在同伴排斥与语言能力关系中的调节作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102217

Femke van der Wilt , Jantine Spilt , Sharisse van Driel , Hilde Colpin (Prof)

Background

Early language competence is an important predictor of children's academic and social success, as it underpins cognitive, communicative, and interpersonal skills.

Aims

In the present study, the relation between peer rejection and language competence was investigated in early childhood education. In addition, it was assessed whether the teacher-child relationship moderates this relation.

Sample(s)

In total, N = 328 children and seventeen teachers participated in the study. Children went to Dutch primary schools and were aged four to six years.

Methods

The extent to which children were rejected by peers was measured with a nomination procedure and children's level of language competence was assessed with a subscale of the Nijmegen Test for Pragmatics. The teacher-child relationship was measured by two subscales of the Student-Teacher Relationship Scale, indicating the level of teacher-child closeness and teacher-child conflict.

Results

Outcomes of multilevel analyses demonstrated that peer rejection is related to language competence for below-median levels of teacher-child closeness (not above-median) and for above-median levels of teacher-child conflict (not below-median).

Conclusions

These findings extend previous research into the relation between peer rejection and language competence and indicate the need of investigating both teacher-child – and peer relationships to better understand their joint influence on language development.

背景良好的语言能力是儿童学业和社会成功的重要预测指标，因为它是认知、沟通和人际交往能力的基础。目的探讨幼儿教育中同伴排斥与语言能力的关系。此外，我们还评估了师生关系是否会调节这种关系。总共有N = 328名儿童和17名教师参与了研究。孩子们上的是荷兰小学，年龄在4到6岁之间。方法采用提名法测量儿童被同龄人排斥的程度，采用奈梅亨语用学测试子量表评估儿童的语言能力水平。师生关系采用《师生关系量表》的两个子量表进行测量，分别表示师生亲密程度和师生冲突程度。结果：多水平分析的结果表明，同伴拒绝与中位数以下的师生亲密程度（不高于中位数）和中位数以上的师生冲突程度（不低于中位数）的语言能力有关。结论本研究结果拓展了以往关于同伴拒绝与语言能力关系的研究，并表明需要对师生关系和同伴关系进行调查，以更好地了解它们对语言发展的共同影响。

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引用次数: 0

Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities 认知激活对学生成绩的直接影响是否足够？探索适应和利用机遇的作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102176

Charalambos Y. Charalambous , Urs Grob , Anna-Katharina Praetorius , Carmen Köhler , Zhenzhen Miao

Background

Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inconclusive. We argue that this might be due to two core conditions not investigated by many studies: learning opportunities related to cognitive activation ought to be adapted to student needs and students must make use of the provided opportunities to learn.

Aims

We tested this argument by comparing a model that included only direct effects of cognitive activation on student cognitive and affective outcomes against moderation, mediation, and moderated mediation models that incorporated the effects of adaptation and use of opportunities.

Sample

Our sample included 496 teachers and 13,326 secondary school students from six educational systems that had participated in the TALIS Video study.

Methods

We first estimated multilevel path models with separate parameter estimations for each educational system. Then we quantified the overall effects and degree of heterogeneity, testing whether: (a) adaptation moderates the effect of cognitive activation on student achievement/interest at T2 while controlling for T1, (b) depth of processing mediates this effect, and (c) adaptation moderates the mediated effect between cognitive activation and student achievement/interest via depth of processing.

Results

The direct-effects model yielded inconclusive results. The most encouraging, yet still somewhat mixed, results emerged from the mediation model.

Conclusions

While some of the more complex models show promise in capturing the impact of teaching on student outcomes, the varied findings across educational systems, analysis levels, and outcomes suggest diverse mechanisms in how teaching contributes to learning.

尽管认知激活已受到越来越多的学术关注，但其对学生成绩的贡献的研究结果尚无定论。我们认为，这可能是由于许多研究没有调查的两个核心条件：与认知激活相关的学习机会应该适应学生的需求，学生必须利用提供的学习机会。我们通过比较一个只包含认知激活对学生认知和情感结果的直接影响的模型与包含适应和利用机会影响的调节、调解和调节调解模型来验证这一论点。我们的样本包括496名教师和13326名中学生，他们来自6个参与了TALIS视频研究的教育系统。方法首先对每个教育系统分别进行参数估计的多层路径模型进行估计。然后，我们量化了整体效应和异质性程度，检验了(a)在控制T1的情况下，适应是否调节了T2认知激活对学生成绩/兴趣的影响，(b)加工深度是否介导了这种影响，以及(c)适应是否通过加工深度调节了认知激活与学生成绩/兴趣之间的中介效应。结果直接效应模型结果不确定。最令人鼓舞的结果出现在中介模型中，但仍有些喜忧参半。虽然一些更复杂的模型有望捕捉教学对学生成绩的影响，但不同教育系统、分析水平和结果的不同发现表明，教学如何促进学习的机制存在差异。

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引用次数: 0

Adjusting strategies when reading reliable and unreliable texts 在阅读可靠和不可靠的文本时调整策略

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102218

Christian Tarchi , Lidia Casado-Ledesma , Elisa Guidi , Øistein Anmarkrud

Background

Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.

Aims

This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.

Sample

The study involved 130 university students.

Methods

Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.

Results

The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.

Conclusions

The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.

有效的多文本理解任务要求读者整合来自不同来源的信息，这些信息往往存在矛盾和不同程度的可靠性。了解源可靠性如何影响互文集成策略的使用对于理解冲突信息至关重要。目的本研究旨在探讨来源的可靠性如何影响互文整合策略的应用-特别是反驳，权衡和综合-在冲突信息处理过程中。这项研究涉及130名大学生。方法让参与者处理多个文本，同时分析他们的回答以使用互文整合策略。本研究对信息源的可靠性进行了操纵，以观察其对被试整合策略的影响。结果调查结果显示，学生很少使用加权和反驳策略，这阻碍了基于信度的综合评估他们调整这些策略的能力。然而，源可靠性的操纵显著影响了综合策略的有效利用。先验信念似乎影响综合作为跨文本的互文整合策略的使用，具有不同的可靠性水平。此外，被试对互文整合策略的认知可以预测其整合能力，而不受信度操纵的影响。结论虽然学生在整合策略上存在一定的困难，但提高互文整合意识可以提高他们协调冲突信息的能力。未来的研究应进一步探索支持基于信度的策略调整的教学方法。

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引用次数: 0