British Journal of Educational Psychology最新文献

Background: Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention strategies - as perceived by students - and the roles of teacher-student relationship quality and student involvement in bullying require further investigation.

Aims: This study explored how students perceive the effectiveness of teacher interventions in bullying situations and identified factors influencing these perceptions.

Sample: Data were gathered from 419 students (53.7% boys) aged 9-16 years (M = 11.66, SD = 1.71) across 66 classes in southern Spain.

Methods: Using latent profile analysis, students were categorized into three profiles based on their perceptions of teacher interventions: non-intervention, intermittent intervention, and consistent intervention. Multilevel multinomial regression assessed the associations between these profiles and perceived intervention success, considering student-level factors and classroom-level factors.

Results: Nearly, 70% of students viewed teacher interventions as effective, while 30% experienced ineffective outcomes, sometimes noting worsened bullying. The non-intervention profile correlated with ongoing or increased bullying, the intermittent profile with partial reduction, and the consistent profile with a higher likelihood of completely halting bullying. A positive teacher-student relationship emerged as protective, whereas bully-victim status heightened the risk of negative intervention outcomes.

Conclusions: Consistent, visible teacher interventions are key to curbing bullying. Although most students report positive outcomes, some experience unresolved or worsened incidents when interventions are intermittent or absent. These findings underscore the need for strong teacher-student relationships and tailored strategies for vulnerable groups.

Background: Mid-adolescence is a critical developmental stage during which peer relationships become increasingly important, while academic motivation tends to reach its nadir. Although positive peer relationships are known to promote students' motivation and that high motivation can benefit more positive social behaviours, no studies have examined this association reciprocally over time.

Aims: Accordingly, this study aimed to test the potential reciprocal relationship between mid-adolescent students' motivation and their perceived peer relationships in class by considering (a) different facets of peer relationships, (b) the peculiarities of peer relationships in high-track schools and (c) the quality of motivation in a differentiated way.

Sample: Questionnaire data from 779 high-track students from Germany (Range_age = 12-15; 57% female) were used to test the interplay between students' perceptions of peers as positive and negative motivators, the student-student relationship and the quality of motivation (i.e., extrinsic, introjected, identified regulation, intrinsic).

Method: A latent cross-lagged panel model (CLPM) considering students' grades was run to examine the interplay.

Results: The results of the CLPM show that students' perceptions of peers as positive motivators, as well as positive student-student relationships at the beginning of eighth grade, positively predict students' identified regulation at the end of ninth grade. In contrast, students' perceptions of peers as negative motivators negatively predict their identified regulation over time.

Conclusions: Fostering peers as positive motivators in school might be beneficial for fostering quality motivation in students, particularly for identified regulation. Poor grades can encourage the tendency to let peers exert influence as negative motivators.

Background: Immigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and how these differ based on immigrant status. We argue that solely knowing noting about the existence of differences is insufficient, and there is a need to better comprehend the complexity of such inequalities.

Aims: This study aimed at exploring associations among reported bullying, friend and teacher relationships, achievement motivation, well-being and sense of school belonging, and comparing them among native and non-native students.

Methods: We used structural equation modelling to test a theoretically proposed model. Multi-group analysis compared associations between native and non-native students, with additional analyses exploring differences between first- and second-generation students.

Results: Immigrant status is linked to higher reports of bullying and poorer friendship quality. First-generation (1G) immigrants are particularly affected in their friendships compared to second-generation (2G) peers. The association between socioeconomic status (SES) and bullying was negative and significant in the native sample, but positive and slightly significant for non-natives. The positive relationship between SES and the quality of friendships was only significant for the 1G sample, but not for 2G students. Finally, the negative association between bullying and well-being was only significant for 2G students, but not for 1G immigrants. These and other results are presented and discussed.

Conclusions: Natives, 1G and 2G immigrant students show some differences in the way their social and affective school factors relate to one another. Implications, limitations and future directions are discussed.

Background: In their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.

Aims: This study aimed to explore teachers' emotion regulation in their daily work life. Furthermore, we examined their emotions, specific situations and well-being linked to regulation behaviour.

Sample: In total, 165 teachers (mean age 43.31 years; 83.6% female) participated in a diary study for two weeks.

Methods: We assessed eight emotion regulation strategies, joy and anger, the valence and context of the situation and emotional exhaustion. The data were analysed using multilevel latent profile analyses.

Results: We found different combinations of emotion regulation strategy use at the situational level (Level 1) and the person-level (Level 2). At the person-level, only a few teachers (17.4%) were able to flexibly apply different strategies in different situations, while most teachers regulated their emotions predominantly with a specific set of strategies. Experiencing joy, as well as the valence and the context of the situation, mattered for emotion regulation at the situational level. Emotional exhaustion at the person-level was not linked to profile probability.

Conclusion: The findings highlight the complexity of teachers' emotion regulation, revealing diverse regulation patterns and profiles influenced by emotions and situational factors, while underscoring the limited flexibility in strategy use among most teachers.

Background: Extending recent work on mindset contexts, researchers have explored how peer mindsets relate to students' outcomes in the classroom. However, little is known about the specific behaviours that signal peer mindsets to students, and prior work has used correlational methods.

Aim: The present study aims to identify specific peer behaviours that indicate their mindset beliefs to others and their impact on students' psychological and academic experiences.

Methods: We conducted qualitative focus groups (N = 15) and an experiment (N = 605) with undergraduate students. We developed vignettes that experimentally manipulated mindset-signalling peer behaviours in a hypothetical peer. Participants then rated their perceptions of the hypothetical peer's mindset and their expected classroom experiences.

Results: We found that seven peer behaviours-self-deprecation, withdrawing effort, explicit verbal messages, competitiveness, disinterest in helping others, boasting about success, and downplaying struggles-shaped students' perceptions of peer mindset. These perceptions, in turn, influenced their anticipated sense of belonging, imposter feelings, evaluative concerns, and academic risk-taking. Female students were more likely to perceive competitive and unhelpful peers as having a fixed mindset.

Conclusion: The findings underscore the importance of peers in fostering inclusive, motivation-supportive classrooms. The seven identified behaviours serve as a foundation for future interventions designed to reshape peer interactions and foster a classroom environment that promotes a growth mindset.

Background: According to Self-Determination Theory (SDT), motivation is inherently present in every individual, growing from amotivation via controlled to autonomous motivation, through fulfilment of the basic psychological needs for autonomy, competence and relatedness. Peer relatedness has been found to influence motivation multimodally. Students with social, emotional and behavioural difficulties (SEBD) in special education risk additional challenges in motivation and peer relations. How peer relations influence school motivation according to SEBD students' experiences remains unclear.

Aims: Investigating how peer relations influence SEBD students' motivation in special secondary education.

Sample: Forty-nine SEBD students (age 12-18) from 11 special secondary schools in the north of the Netherlands.

Methods: Transcripts of semi-structured interviews from an SDT perspective were thematically analysed for particular information on peer relations and motivation.

Results: Students positively graded their motivation. Peer relations and students' motivation seemed to influence each other: (1) friends and classmates were salient reasons for school attendance; (2) peer relations influenced schoolwork motivation through relatedness, distraction, cooperation, engaging each other and being alone/loneliness.

Conclusions: Consistent with previous findings, peer relations influence students' motivation in special secondary education. This influence seems reciprocal, additionally shaped by SEBD and a special education context. Feelings of (not) belonging in special education influenced school attendance and schoolwork motivation through different mechanisms, with which variations in motivational orientation, diagnosis and gender might interfere. Future research should investigate the influence of type of diagnosis, additional roles of competence and autonomy for SEBD students and possible generalizations of findings in other special and mainstream education settings.

Aim: Responses to complex problems demand collaboration across practice boundaries. The studies presented here make visible the processes that constitute successful collaborations between practitioners and clients.

The argument: Complex problems can be discovered, where practitioners recognize and address complexity through an existing repertoire of responses. Or they are created problems, where researchers reveal new phenomena and create new knowledge. That knowledge can then be used to inform responses to discovered problems.

The studies: The research on created problems discussed here asked: What happens at the intersection of practices during work on complex problems; how are motives aligned to expand and respond to the problem; and what kind of expertise is involved? The discovered problems were in: pedagogic work with parents in a daycare centre, the development of an app to support autistic people in the workplace and an evaluation framework examining interprofessional working.

The relational concepts: New knowledge, arising in studies of emergent interprofessional working in English children's services, explains how working relationally can strengthen responses. The three relational concepts are based in cultural-historical approaches to human development. They are: relational expertise, which builds common knowledge, comprising the motives of participants, which mediates collaborations, creating relational agency. Relational agency then strengthens the actions taken by practitioners and clients.

Implications: The relational concepts offer guidance for training practitioners in interprofessional working and in building the agency of clients. They offer researchers a framework for examining collaborations and show how cultural-historical research methods capture concepts in practitioners' actions.

Background: Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions-and their associated control and value appraisals-relate to mathematics performance, especially in younger students.

Aims: The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary-school mathematics lessons, and to explore how profile membership related to (ii) mathematics test scores and (iii) gender.

Sample: Our sample comprised 883 students (50% girls, M_age = 9.34 years, SD = .48) from 23 primary schools in England.

Methods: Data were collected longitudinally over one academic year. Students completed mathematics tests at T₁ and T₃, and self-reported their control, value and achievement emotions in mathematics lessons at T₂. A latent profile analysis was conducted to identify profiles of appraisals and emotions. To validate the profiles, T₃ mathematics test scores and gender were included as covariates of profile membership.

Results: Three profiles were identified: The Positive profile, Negative profile and Mixed profile. Students in the Positive profile had significantly higher mathematics test scores at T₃ than students in the Mixed profile. Being a girl increased the likelihood of belonging to the Mixed or Negative profile relative to the Positive profile.

Conclusions: Primary school students' control and value appraisals and achievement emotions co-occur in line with the theoretical assumptions of CVT. Combinations of emotions should be considered when exploring the impact of emotions on student learning and achievement in mathematics.

Background: Recent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their demonstration of an understanding students' context, appraisals and emotions. Moreover, reaching an understanding on how teacher motivation might shape their instructional practices (i.e., messages) and these student outcomes is also crucial.

Aim: This study aimed to develop a framework of teachers' empathy messages, examined their use of across the academic year, and how contextual classroom characteristics, teachers' enthusiasm and students' grades related to their usage.

Sample: Participants included 45 teachers and 1370 students distributed in 66 classrooms across 24 high schools.

Methods: Teacher empathy messages were assessed through audio recording of teachers' speech during lessons. Messages were extracted from transcriptions with the help of large language models. Teacher enthusiasm was assessed on T1 and T3. Student's grades were collected from academic records at the end of the course (T3).

Results: Overall, the number of students per class increased the number of emotion empathy messages used by the teacher. Teachers' enthusiasm was associated with the number of messages used whereas no significant relation was observed between messages and students' grades.

Conclusions: This study presents a practical framework to assess teacher empathy messages. Findings also highlight how teacher motivation (i.e., enthusiasm) can shape their teaching practices.

Background: There are many ways to leverage support from friendships, and it is important for how students engage with learning in the classroom. Further, friendships are embedded within the larger classroom peer group, which might have different norms for prosocial or disruptive behaviour. Few studies have examined how friends support or deter engagement within the context of competing influences from classmates and popular peers.

Aims: This study investigated how early adolescents' classroom friendships were related to their engagement (behaviour, emotion and peer help-seeking). Moreover, whether these associations depended on classmates' and popular peers' behavioural norms.

Sample: Participants were 824 fifth and sixth graders (52% girls, 48% boys, 43% White, 30% Black, 6% Hispanic, 6% Asian and 16% multiracial or other) from 46 classrooms in the United States.

Methods: We used multilevel modelling to examine the associations between students' friendship experiences (best friend quality, reciprocated friendships, social network centrality and prestige), peer group norms (prosocial and disruptive) and students' engagement.

Results: Results showed that the quantity of reciprocated friendships was unrelated to all three types of engagement. However, engagement was positively associated with best friendship quality and with friendship centrality (i.e., being well-connected to many friends). Students' prestige, or being highly desired as a friend, did not diminish behavioural engagement when popularity norms favoured prosocial behaviour.

Conclusions: Findings suggest not all aspects of friendship experiences are equal. For engagement, it is important for students to feel like they have friends in class and to draw attention to the prosocial behaviour of popular peers.