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Computerized dynamic assessment of seriational thinking modifiability: Effects of mediation on seriation and readiness for math among kindergarten and grade 1 children. 系列化思维可修改性的计算机动态评估:中介对幼儿园和一年级儿童数学系列化和准备的影响。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2026-01-21 DOI: 10.1111/bjep.70059
David Tzuriel, Dikla Hanuka-Levi

Background and aims: A vast body of theory and research highlights the operation of seriation as a prerequisite to mathematical thinking in young children. However, there is limited evidence that seriation interventions improve early years mathematics. The current study's primary aim was to explore whether a brief computerized intervention for seriation within a dynamic assessment procedure can enhance seriation and transfer to mathematics readiness, the effect of intervention on task dimensions of quantity, size and darkness, and the prediction of math modifiability by seriational modifiability.

Sample: A sample of 440 Kindergarten and Grade 1 children was randomly assigned to experimental (n = 231) and control groups (n = 209). The mean age (in months) of the children in the experimental and control groups was 73.48 and 74.51, respectively. The number of boys and girls was 228 and 212, respectively.

Methods: All children were administered a computerized version of the Children's Seriational Thinking Modifiability Test and the Math Readiness Test before and after the intervention. The experimental group of children received 45 min of mediation on seriation problems, whereas the control group practised seriation problems without mediation.

Results: The findings revealed that children in the experimental group demonstrated improved seriation and math performance compared to children in the control group. More significant increases were observed in size and darkness than in quantity. Seriational modifiability significantly predicted readiness for math improvement. The findings support our hypothesis that seriation intervention is essential for developing math thinking.

背景和目的:大量的理论和研究强调了序列化的操作是幼儿数学思维的先决条件。然而,有有限的证据表明,系列化干预提高了早期的数学。本研究的主要目的是探讨在动态评估过程中对序列化进行简短的计算机干预是否可以增强序列化并转移到数学准备程度,干预对任务维度的影响数量,大小和黑暗,以及通过序列可修改性预测数学可修改性。样本:440名幼儿园和一年级儿童随机分为实验组(n = 231)和对照组(n = 209)。实验组和对照组患儿的平均年龄(月)分别为73.48岁和74.51岁。男生228人,女生212人。方法:在干预前后对所有儿童进行计算机版的儿童序列思维可修改性测试和数学准备测试。实验组儿童接受45分钟的序列化问题调解,而对照组儿童则不进行任何调解。结果:实验结果显示,实验组儿童的序列化和数学成绩比对照组儿童有所提高。相比数量的增加,尺寸和暗度的增加更为显著。序列可修改性显著预测数学进步的准备程度。这些发现支持了我们的假设,即系列化干预对发展数学思维至关重要。
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引用次数: 0
Perceived teacher unfairness and students' school-based adjustment: Exploring the mediating role of self-handicapping and the moderating role of social support. 教师不公平感与学生校本适应:自我设限的中介作用与社会支持的调节作用
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2026-01-16 DOI: 10.1111/bjep.70060
Claudio Longobardi, Arooj Arshad, Matteo Angelo Fabris, Sofia Mastrokoukou

Background: This study examined the pathways through which perceived teacher unfairness affects students' psychological adjustment, focusing on the mediating role of self-handicapping and the moderating role of perceived social support.

Aims: The study investigated whether self-handicapping mediates the association between perceived teacher unfairness and students' psychological functioning, and whether perceived social support moderates this indirect relationship.

Materials and methods: The sample comprised 694 students aged 10-14 (M_age = 12.30, SD = 0.95; 52.2% female) attending public schools in Northern Italy. Participants completed validated self-report measures assessing perceived teacher unfairness, self-handicapping, perceived social support, and psychological functioning. Mediation and moderated mediation analyses were conducted.

Results: Self-handicapping significantly mediated the relationship between perceived teacher unfairness and psychological outcomes, including emotional symptoms, conduct problems, hyperactivity, and prosocial behaviour. Moderated mediation analyses indicated that perceived social support buffered the negative effects of self-handicapping. Specifically, the indirect effects of teacher unfairness on emotional and behavioural difficulties via self-handicapping were weaker among students reporting higher levels of social support, while no significant effects were found for peer relationship problems.

Discussion: Teacher unfairness may contribute to maladjustment through increased self-handicapping, while social support serves as a protective factor.

Conclusion: Interventions promoting teacher-student fairness and strengthening support networks may enhance adolescent well-being.

背景:本研究考察了教师不公平感知影响学生心理调适的途径,重点研究了自我设限的中介作用和感知社会支持的调节作用。目的:研究自我阻碍是否在教师不公平感知与学生心理功能之间起中介作用,以及社会支持感知是否在这种间接关系中起调节作用。材料与方法:样本包括694名在意大利北部公立学校就读的10-14岁学生(M_age = 12.30, SD = 0.95; 52.2%为女性)。参与者完成了有效的自我报告测量,评估感知到的教师不公平、自我阻碍、感知到的社会支持和心理功能。进行了中介和调节中介分析。结果:自我设限显著介导了教师不公平感知与心理结果的关系,包括情绪症状、行为问题、多动和亲社会行为。有调节的中介分析表明,感知社会支持缓冲了自我设限的负面影响。具体而言,教师不公平通过自我设限对情绪和行为困难的间接影响在社会支持水平较高的学生中较弱,而对同伴关系问题没有显著影响。讨论:教师的不公平可能通过增加自我障碍而导致适应不良,而社会支持则是一种保护因素。结论:促进师生公平和加强支持网络的干预可以提高青少年的幸福感。
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引用次数: 0
The advantages of deliberate errors in promoting college students' memory retention and transfer. 故意错误在促进大学生记忆保持和迁移中的优势。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2026-01-13 DOI: 10.1111/bjep.70058
Xiuyun Qiang, Xiaofeng Ma

Background: Errors, traditionally seen as negative, can serve as productive learning tools in low-stakes contexts. However, it remains unclear whether deliberate erring outperforms retrieval practice-another highly effective strategy-across materials and time intervals.

Aims: This study compared deliberate erring, retrieval practice, and copying in terms of immediate/delayed retention and transfer while examining learners' metacognitive evaluations. A copy condition served as a baseline to compare two active learning techniques.

Samples & methods: Two experiments with college students used conceptual terms (Exp1, N = 96) and text passages (Exp2, N = 103). Both measured immediate/delayed retention, transfer, and metacognitive judgements across three learning conditions.

Results: In Experiment 1, immediate retention showed only anecdotal evidence for no significant difference between deliberate erring and retrieval practice-both outperformed copying-whereas delayed retention favoured deliberate erring. Transfer performance consistently favoured deliberate erring. In Experiment 2, memory retention did not differ significantly between deliberate erring and retrieval practice (both superior to copying), yet deliberate erring again led to better transfer. Metacognitive evaluations systematically underestimated deliberate erring, favouring copying and retrieval practice instead.

Conclusions: Under equal-time learning, deliberate erring shows consistent advantages over copying in both knowledge transfer and long-term retention, and it demonstrates potential benefits over retrieval practice in knowledge transfer, although the latter finding requires further replication. The study also reveals a metacognitive bias against deliberate erring, providing insights into theories of memory encoding and classroom error intervention strategies.

背景:错误,传统上被认为是消极的,在低风险的环境中可以作为有效的学习工具。然而,在材料和时间间隔上,故意犯错是否优于检索练习(另一种非常有效的策略)仍不清楚。目的:本研究比较了故意错误、检索练习和临摹在即时/延迟记忆和迁移方面的差异,同时考察了学习者的元认知评价。复制条件作为比较两种主动学习技术的基线。样本与方法:两个大学生实验使用概念术语(Exp1, N = 96)和文本段落(Exp2, N = 103)。两项研究都测量了三种学习条件下的即时/延迟保留、迁移和元认知判断。结果:在实验1中,即时记忆只显示了轶事证据,表明故意错误和检索练习之间没有显著差异,两者都优于复制,而延迟记忆有利于故意错误。转移表现一贯倾向于故意犯错。在实验2中,故意犯错误和提取练习之间的记忆保持没有显著差异(两者都优于复制),但故意犯错误再次导致更好的迁移。元认知评估系统地低估了故意的错误,而倾向于复制和检索练习。结论:在等时间学习条件下,故意犯错在知识转移和长期记忆方面都表现出相对于复制的优势,并且在知识转移方面表现出相对于检索实践的潜在优势,尽管后者的发现需要进一步的验证。该研究还揭示了对故意错误的元认知偏见,为记忆编码理论和课堂错误干预策略提供了见解。
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引用次数: 0
Mathematics anxiety: Effects of age, gender and culture. 数学焦虑:年龄、性别和文化的影响。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2026-01-07 DOI: 10.1111/bjep.70057
Ann Dowker

Background: Many studies have indicated that mathematics anxiety is a significant problem for many people and is an important topic for research. Mathematics anxiety is multidimensional. In particular, it is important to distinguish between worry and emotionality components, and between trait and state anxiety. Much research shows a reciprocal relationship between mathematics anxiety and performance adding to the importance of gaining a greater understanding of the factors involved in mathematics anxiety.

Aims: This paper aims to review some studies of factors that have often been found to be associated with mathematics anxiety: age, gender, and culture, and to consider the evidence for these associations and the further research that should be done.

Materials and methods: The study involved reviewing a range of papers on the selected topics. In particular, the search terms 'Age differences and mathematics anxiety', 'Gender and mathematics anxiety' and 'Culture and mathematics anxiety' were put into Web of Science; and citations of relevant papers that emerged were also investigated.

Results: Most studies suggest that mathematics anxiety increases with age, and that the relationship between mathematics performance and at least some aspects of mathematics anxiety increase with age. Most, though not all, studies, indicate that females experience more mathematics anxiety than males, and some suggest that there are gender differences in the relationship between mathematics anxiety and performance. Most studies show cultural differences in mathematics anxiety, while also suggesting that the relationship between mathematics anxiety and performance is fairly uniform across cultures.

Discussion: Cross-cultural studies in this area are. However, somewhat limited by the fact that culture is usually confounded with nationality. Moreover, there are studies of all these factors that give somewhat conflicting results.

Conclusion: More research needs to be done in order to gain clearer answers, especially regarding the ways in which the effect of age, gender and culture interact with one another. The findings so far about the influences of age, gender and culture on mathematics anxiety have already had significant practical implications, but these need much further development.

背景:许多研究表明,数学焦虑是许多人的一个重要问题,也是一个重要的研究课题。数学焦虑是多方面的。特别是,区分焦虑和情绪成分,以及特质焦虑和状态焦虑是很重要的。许多研究表明,数学焦虑和成绩之间存在相互关系,这增加了对数学焦虑相关因素的更深入了解的重要性。目的:本文旨在回顾一些经常被发现与数学焦虑相关的因素的研究:年龄、性别和文化,并考虑这些关联的证据和应该做的进一步研究。材料和方法:该研究包括回顾一系列选定主题的论文。特别是将“年龄差异与数学焦虑”、“性别与数学焦虑”、“文化与数学焦虑”等关键词纳入Web of Science;并对相关文献的引用情况进行了调查。结果:大多数研究表明,数学焦虑随着年龄的增长而增加,并且数学成绩与数学焦虑至少某些方面之间的关系随着年龄的增长而增加。大多数(尽管不是全部)研究表明,女性比男性经历更多的数学焦虑,一些研究表明,数学焦虑与成绩之间的关系存在性别差异。大多数研究显示了数学焦虑的文化差异,同时也表明数学焦虑与成绩之间的关系在不同文化中是相当一致的。讨论:该领域的跨文化研究。然而,由于文化通常与国籍相混淆,这在一定程度上受到了限制。此外,对所有这些因素的研究给出了一些相互矛盾的结果。结论:为了获得更清晰的答案,需要做更多的研究,特别是关于年龄、性别和文化相互作用的影响方式。到目前为止,年龄、性别和文化对数学焦虑的影响的研究结果已经具有重要的实际意义,但这些还需要进一步的发展。
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引用次数: 0
Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language. 同音异义词的词汇推理训练:以英语为第一语言和第二语言的儿童的两项随机对照试验。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2026-01-05 DOI: 10.1111/bjep.70056
Sophie A Booton, Julia M H Birchenough, Katie Gilligan-Lee, Fiona Jelley, Victoria A Murphy

Background: Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy.

Aim: To evaluate a brief, novel lexical inference intervention for homonyms.

Samples: Children aged 7-8 years (Study 1: N = 180, Study 2: N = 76). Study 2 included children with English as an Additional Language (EAL, n = 37).

Methods: In two randomized controlled trials, participants were assigned to either inference training or control (Study 1: spatial training; Study 2: implicit exposure through reading). Their receptive knowledge of taught and untaught homonyms was measured before and after the intervention, and in Study 2, metacognitive and inference skills too.

Results: Those in the inference interventions showed greater gains in receptive knowledge than control groups. In Study 2, children also showed improvement in the inference test with homonyms, and while children with EAL had a specific challenge with receptive knowledge of homonyms compared to their EL1 peers, the intervention was equally effective for both groups. Receptive knowledge and inference with homonyms predicted unique variance in reading comprehension. The intervention showed limited transfer to untaught words, although patterns of errors provided some indication of improved understanding.

Conclusions: A brief inference training is effective for gaining knowledge of homonyms, with limited transfer to untaught words, and the intervention is equally effective for children with EAL and EL1. The findings also showed the importance of homonym understanding and inference for children's reading comprehension.

背景:许多单词有多重含义,这给学习带来了挑战,但研究尚未确定有效的同音异义干预措施。词汇推理可能是一种很有前途的策略。目的:评价一种简单、新颖的同音异义词推理干预方法。样本:7-8岁儿童(研究1:N = 180,研究2:N = 76)。研究2纳入以英语作为附加语言的儿童(EAL, n = 37)。方法:在两个随机对照试验中,参与者被分配到推理训练组和对照组(研究1:空间训练;研究2:通过阅读进行内隐暴露)。在干预前和干预后测量了他们对已教和未教同音异义词的接受性知识,并在研究2中测量了他们的元认知和推理能力。结果:推理干预组在接受性知识方面比对照组有更大的进步。在研究2中,儿童在同音异义词的推理测试中也表现出改善,虽然与EL1同龄人相比,EAL儿童在同音异义词的接受性知识方面存在特定挑战,但干预对两组都同样有效。接受性知识和同音词推理预测了阅读理解的独特变异。干预显示对未教过的单词的转移有限,尽管错误的模式提供了一些提高理解的迹象。结论:简单的推理训练对获得同音同义词的知识是有效的,但对未教过的单词的迁移有限,干预对EAL和EL1患儿同样有效。研究结果还显示了同音理解和推理对儿童阅读理解的重要性。
{"title":"Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language.","authors":"Sophie A Booton, Julia M H Birchenough, Katie Gilligan-Lee, Fiona Jelley, Victoria A Murphy","doi":"10.1111/bjep.70056","DOIUrl":"https://doi.org/10.1111/bjep.70056","url":null,"abstract":"<p><strong>Background: </strong>Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy.</p><p><strong>Aim: </strong>To evaluate a brief, novel lexical inference intervention for homonyms.</p><p><strong>Samples: </strong>Children aged 7-8 years (Study 1: N = 180, Study 2: N = 76). Study 2 included children with English as an Additional Language (EAL, n = 37).</p><p><strong>Methods: </strong>In two randomized controlled trials, participants were assigned to either inference training or control (Study 1: spatial training; Study 2: implicit exposure through reading). Their receptive knowledge of taught and untaught homonyms was measured before and after the intervention, and in Study 2, metacognitive and inference skills too.</p><p><strong>Results: </strong>Those in the inference interventions showed greater gains in receptive knowledge than control groups. In Study 2, children also showed improvement in the inference test with homonyms, and while children with EAL had a specific challenge with receptive knowledge of homonyms compared to their EL1 peers, the intervention was equally effective for both groups. Receptive knowledge and inference with homonyms predicted unique variance in reading comprehension. The intervention showed limited transfer to untaught words, although patterns of errors provided some indication of improved understanding.</p><p><strong>Conclusions: </strong>A brief inference training is effective for gaining knowledge of homonyms, with limited transfer to untaught words, and the intervention is equally effective for children with EAL and EL1. The findings also showed the importance of homonym understanding and inference for children's reading comprehension.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145900947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The joint predictive roles of achievement task values and academic achievement on trajectories of school satisfaction among elementary school students: A latent transition analysis. 成就、任务价值与学业成就对小学生学校满意度轨迹的共同预测作用:一个潜在的过渡分析。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-12-30 DOI: 10.1111/bjep.70054
Meiru Deng, E Scott Huebner, Wang Liu, Lili Tian

Background: Exploring how different profiles of academic task values (ATVs) and academic achievement (AA) influence students' school satisfaction should enrich understanding of how school satisfaction develops in specific academic situations.

Aims: This study aimed to identify profiles of ATV (attainment value [AV], utility value [UV]) and AA, as well as heterogeneous trajectories of school satisfaction, and then examine the joint predictive effects of ATV and AA on the development of school satisfaction.

Sample: A total of 3548 Chinese elementary school students (Mage = 8.94 years, SD = 0.72; 54.2% boys) completed five-wave assessments every 6 months across 2.5 years.

Methods: Data were collected through self-reports of ATVs and school satisfaction, while AA data were collected from final examination scores at the end of each semester.

Results and conclusions: Latent profile analysis (LPA) and latent class growth analysis revealed six profiles of ATV and AA (i.e., congruent subgroups: congruent-low, congruent-high, congruent-moderate and incongruent subgroups: high ATV-low AA, lower UV-moderate AA, low ATV-moderate AA); and four heterogeneous trajectories of school satisfaction (i.e., high-decreasing, low-stable, high-stable, low-increasing). Latent transition analysis (LTA) indicated that students with congruent levels of AA and ATV were more likely to transition into the optimal school satisfaction groups (high-stable and low-increasing groups), whereas students with greater gaps between AA and ATV were more likely to transition into the adverse groups (i.e., low-stable and high-decreasing groups). These findings highlight the need for educators to tailor interventions to distinct groups to optimize students' school satisfaction.

背景:探讨学业任务价值(ATVs)和学业成就(AA)的不同特征如何影响学生的学校满意度,有助于丰富对具体学业情境下学校满意度发展的理解。目的:本研究旨在厘清学业成就价值(ATV)、效用价值(UV)与学业成就价值(AA)的关系,以及学校满意度的异质发展轨迹,进而探讨学业成就价值和学业成就价值对学校满意度发展的联合预测作用。样本:共有3548名中国小学生(Mage = 8.94 years, SD = 0.72; 54.2%的男生)在2.5年的时间里每6个月完成五波评估。方法:通过atv自述和学校满意度自述收集数据,每学期末期末考试成绩收集AA数据。结果与结论:潜型分析(LPA)和潜类增长分析揭示了ATV和AA的6个特征(即一致亚组:一致-低、一致-高、一致-中等和不一致亚组:高ATV-低AA、低uv -中等AA、低ATV-中等AA);学校满意度的四种异质性轨迹(即高下降、低稳定、高稳定、低增加)。潜在转变分析(LTA)表明,AA和ATV水平一致的学生更有可能转变为最佳学校满意度组(高稳定、低增长组),而AA和ATV差距较大的学生更有可能转变为不良学校满意度组(低稳定、高下降组)。这些发现强调了教育工作者需要针对不同的群体量身定制干预措施,以优化学生的学校满意度。
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引用次数: 0
Video lectures containing humour improve the engagement and motivation of processing learning content: Insights from EEG. 包含幽默的视频讲座提高了处理学习内容的参与度和动机:来自脑电图的见解。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-12-30 DOI: 10.1111/bjep.70055
Weichen Zhou, Xia Wu

Background: Video lectures are one of the most popular educational media in an online environment. Despite the documented benefits of adopting humour in traditional educational instruction, few attempts have been made to investigate its effects on learning from video lectures.

Aims: The present study aimed to examine the effectiveness of related humour and unrelated humour when learning from video lectures. The expected outcome is to provide a more accurate guidance for the incorporation of humour with the video design for better instructional efficiency.

Methods: The present study adopted a within-subjects design, evidenced by both traditional and electroencephalography (EEG) measurements. Twenty-one undergraduate students watched three video lectures teaching different sets of English vocabulary words, providing differing extra information (related humour vs. unrelated humour vs. non-humour) after presenting lexical knowledge. EEGs of participants were assessed while watching learning content (i.e., lexical knowledge). Their self-reported learning experience (engagement and motivation) and learning outcomes were assessed after viewing whole video lectures.

Results: The results revealed whether related or unrelated humour designed in video lectures aroused better engagement and motivation than no humour ones, demonstrated by stronger EEG oscillations in alpha and beta frequencies across most brain regions. Furthermore, related humour was more beneficial to knowledge acquisition compared with no humour, as indicated by improved learning outcomes, whereas the impact of unrelated humour was not obvious. Although there were no differences in the learning outcomes and neural oscillations associated with cognitive processes between the related humour and the unrelated humour conditions, the self-reported learning experience was distinct between these two groups.

Conclusions: We discussed the findings in terms of heuristic value of humour approaches, especially related humour on the instructional design of video lectures.

背景:视频讲座是网络环境中最受欢迎的教育媒体之一。尽管在传统教育教学中采用幽默的好处有据可查,但很少有人尝试调查它对视频讲座学习的影响。目的:本研究旨在探讨相关幽默和不相关幽默在视频课堂学习中的效果。期望的结果是为幽默与视频设计的结合提供更准确的指导,以提高教学效率。方法:本研究采用受试者内设计,通过传统和脑电图(EEG)测量来证明。21名本科生观看了三场视频讲座,教授不同的英语词汇,在呈现词汇知识后提供不同的额外信息(相关幽默、不相关幽默、非幽默)。参与者在观看学习内容(即词汇知识)时进行脑电图评估。在观看完整的视频讲座后,对他们自我报告的学习经历(参与度和积极性)和学习成果进行了评估。结果:研究结果显示,在视频讲座中设计的相关或不相关的幽默比没有幽默的讲座更能激发学生的参与度和积极性,这一点在大多数大脑区域的α和β频率的脑电图振荡中得到了证明。此外,相关幽默比无幽默更有利于知识获取,这表明学习成绩有所提高,而无关幽默的影响不明显。尽管在相关幽默和不相关幽默条件下,学习结果和与认知过程相关的神经振荡没有差异,但两组自我报告的学习体验是不同的。结论:本研究探讨了幽默方法,特别是相关幽默对视频课堂教学设计的启发价值。
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引用次数: 0
Executive functions and school achievement: The mediating role of learning-related behaviour in primary school children. 执行功能与学业成就:小学生学习相关行为的中介作用。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-12-22 DOI: 10.1111/bjep.70053
Carlotta Rivella, Paola Viterbori

Background: Executive functions (EFs) are critical in school and closely linked to academic achievement and learning-related behaviours (LRBs). LRBs encompass the ability to adapt to school demands, including concentration, adherence to rules, and autonomy.

Aims: This correlational study aimed to examine the mediating role of LRB in the association between EF and academic achievement in the first year of primary school.

Sample and method: Ninety-five first graders underwent a performance-based EF assessment, involving tasks related to working memory and inhibition. Concurrently, they completed literacy and math tasks, while their teacher provided reports on their LRBs.

Results: The results indicate that depending on the specific EF component or learning domain considered, diverse patterns emerge. Nevertheless, the findings consistently show that EFs are directly and indirectly associated with learning outcomes, with the mediating influence of LRBs.

Conclusions: These results emphasize the importance of supporting EF development into early education curricula.

背景:执行功能(EFs)在学校中至关重要,与学习成绩和学习相关行为(LRBs)密切相关。LRBs包括适应学校要求的能力,包括专注力、遵守规则和自主性。目的:本研究旨在探讨低智商在小学一年级英语学习与学业成绩之间的中介作用。样本和方法:95名一年级学生接受了基于表现的EF评估,包括与工作记忆和抑制有关的任务。与此同时,他们完成了识字和数学任务,而他们的老师则提供了他们的LRBs报告。结果:结果表明,根据特定的EF成分或学习领域的不同,出现了不同的模式。尽管如此,研究结果一致表明,ef与学习结果直接或间接相关,而LRBs具有中介作用。结论:这些结果强调了支持EF发展到早期教育课程中的重要性。
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引用次数: 0
Affect and conceptual learning in indoor and green outdoor school environments: Psychophysiological self-regulation matters. 影响和概念学习在室内和室外绿色学校环境:心理生理自我调节的问题。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-12-17 DOI: 10.1111/bjep.70052
Lucia Mason, Libera Y Mastromatteo, Cecilia Rocchi, Sara Scrimin

Background: Research on the role of the physical school environment in areas other than educational psychology has documented the benefits of exposure to nature for cognitive and emotional functioning. Positive effects have been indicated not only after a break in nature in mentally fatigued students but also in students who did not have depleted mental resources when performing cognitive tasks in a green area.

Aims: We investigated the impact of the physical school environment during a single lesson. We also considered psychophysiological self-regulation as a possible moderator of the relationship between environment and learning.

Sample: We used data from 101 sixth and seventh graders for self-reported variables. Data about psychophysiological self-regulation, measured as resting cardiac vagal tone, was available for 83 students.

Method: In a within-participants research design, we compared the effects of a lesson in the classroom and a lesson in a green urban park close to the school - featuring numerous trees of different sizes, with lush foliage - on participants' affective state, perception of the environmental quality, and conceptual learning.

Results: After the lesson in nature, students reported more positive affect and perceived the park as a higher quality environment compared with the indoor classroom. Students with higher cardiac vagal tone learned more in nature, whereas this individual characteristic did not play a role in the classroom environment.

Conclusion: Passive exposure to nature during a school lesson has a positive affective impact and may also be beneficial for conceptual learning in combination with a higher ability to flexibly adapt to environmental demands.

背景:在教育心理学以外的领域对学校物理环境的作用的研究已经证明了接触自然对认知和情感功能的好处。不仅在精神疲劳的学生在大自然中休息之后,而且在没有耗尽精神资源的学生在绿色区域执行认知任务时也显示出积极的影响。目的:我们调查了在单节课中物理学校环境的影响。我们还认为心理生理自我调节可能是环境与学习之间关系的调节因子。样本:我们使用101名六年级和七年级学生的数据作为自我报告变量。83名学生的心理生理自我调节数据,以静息心脏迷走神经张力来衡量。方法:在参与者内部研究设计中,我们比较了在教室上课和在学校附近的绿色城市公园上课对参与者的情感状态、对环境质量的感知和概念学习的影响。结果:与室内课堂相比,在自然环境中学习后,学生表现出更多的积极情绪,并认为公园是一个更高质量的环境。心脏迷走神经张力较高的学生在自然环境中学得更多,而这种个体特征在课堂环境中没有发挥作用。结论:在课堂上被动接触自然具有积极的情感影响,也可能有利于概念学习,并具有更高的灵活适应环境需求的能力。
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引用次数: 0
Strategic Limitations in Preschoolers' Relational Spatial Reasoning: Insights from Eye-Tracking and Instructional Intervention. 学龄前儿童关系空间推理的策略限制:来自眼动追踪和教学干预的见解。
IF 3.6 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-12-03 DOI: 10.1111/bjep.70051
Chia-Yen Hsieh
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British Journal of Educational Psychology
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