British Journal of Educational Psychology最新文献_第10页

Unveiling situation-specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis 揭示教师情境特定情绪调节行为：来自多层次潜在剖面分析的见解。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-04-02 DOI: 10.1111/bjep.12765

Tanja Bross, Anne Christiane Frenzel, Ulrike Elisabeth Nett

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.

背景：教师在日常工作生活中会遇到各种需要调节情绪的情况。影响不同情绪调节策略使用的可能因素包括所经历的情绪和情境。以往的研究主要在单一策略层面上考察教师的情绪调节，没有考虑多策略使用、情绪、情境和幸福感。目的：本研究旨在探讨教师在日常工作生活中的情绪调节。此外，我们还研究了他们的情绪、具体情况和与调节行为相关的幸福感。样本：共165名教师(平均年龄43.31岁；（83.6%为女性）参加了为期两周的日记研究。方法：对八种情绪调节策略、喜怒、情境效价与情境、情绪耗竭进行评估。采用多水平潜在剖面分析对数据进行分析。结果：在情景水平（level 1）和个人水平（level 2）上，教师情绪调节策略的使用组合存在差异。在个人水平上，只有少数教师（17.4%）能够在不同的情境下灵活运用不同的策略，而大多数教师主要使用一套特定的策略来调节自己的情绪。体验快乐，以及效价和情境，对情境层面的情绪调节很重要。个人层面的情绪耗竭与侧写概率无关。结论：研究结果突出了教师情绪调节的复杂性，揭示了受情绪和情境因素影响的多种调节模式和特征，同时也强调了大多数教师在策略使用上的灵活性有限。

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引用次数: 0

The secret language of peers: How peer behaviours signal mindset and influence classroom experiences 同伴的秘密语言：同伴行为如何传递心态信号并影响课堂体验。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-31 DOI: 10.1111/bjep.12759

Eunjin Seo, So Yeon Lee, Katherine Muenks, Yiqiu Yan

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.

背景：研究人员扩展了最近关于心态背景的工作，探索了同伴心态与学生课堂成绩的关系。然而，我们对向学生发出同伴心态信号的具体行为知之甚少，之前的工作使用了相关方法。目的：本研究旨在找出特定的同伴行为，以显示他们对他人的心态信念及其对学生心理和学业经历的影响。方法：采用定性焦点小组（N = 15）和实验（N = 605）对大学生进行调查。我们开发了小插曲，实验操纵心态信号同伴行为在一个假设的同伴。然后，参与者评估他们对假想同伴心态的看法和他们对课堂体验的期望。结果：我们发现7种同伴行为——自我贬低、退缩、明确的口头信息、竞争、对帮助他人不感兴趣、吹嘘成功和淡化奋斗——塑造了学生对同伴心态的看法。这些认知反过来又影响了他们预期的归属感、冒名顶替感、评估性担忧和学术冒险。女学生更有可能认为竞争激烈、不乐于助人的同龄人心态固定。结论：研究结果强调了同伴在培养包容、激励支持性课堂中的重要性。确定的七种行为是未来干预措施的基础，旨在重塑同伴互动，营造促进成长心态的课堂环境。

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引用次数: 0

Peer relations and motivation in special secondary education: Experiences of adolescents with social, emotional and behavioural difficulties 特殊中等教育中的同伴关系和学习动机：有社交、情绪和行为困难的青少年的经历。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-31 DOI: 10.1111/bjep.12773

Willeke Norder, Anke de Boer, Alexander Minnaert

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.

背景：根据自我决定理论（SDT），动机是每个人与生俱来的，通过满足自主性、能力和相关性等基本心理需求，从无动机到受控动机再到自主动机。研究发现，同伴关系以多种方式影响学习动机。在特殊教育中，有社交、情绪和行为障碍（SEBD）的学生在学习动机和同伴关系方面面临着额外的挑战。目标：调查同伴关系如何影响特殊中等教育中社交、情感和行为障碍学生的学习动机：样本：来自荷兰北部 11 所特殊中学的 49 名 SEBD 学生（12-18 岁）：方法：从 SDT 的角度对半结构式访谈的记录进行主题分析，以了解同伴关系和学习动机方面的具体信息：结果：学生对自己的学习动机给予了积极评价。同伴关系和学生的学习动机似乎相互影响：(1) 朋友和同学是学生上学的主要原因；(2) 同伴关系通过相关性、分心、合作、相互接触和孤独/寂寞影响学习动机：与之前的研究结果一致，同伴关系影响着特殊中等教育学生的学习动机。这种影响似乎是互惠的，另外还受到 SEBD 和特殊教育环境的影响。特殊教育中的（不）归属感通过不同的机制影响出勤率和学习动机，而动机取向、诊断和性别的不同可能会干扰这些机制。未来的研究应调查诊断类型的影响，能力和自主性对 SEBD 学生的额外作用，以及在其他特殊教育和主流教育环境中对研究结果的可能推广。

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引用次数: 0

The 43rd Vernon-Wall Lecture: What working relationally brings to problem-solving 第43期弗农-沃尔讲座：如何通过合作解决问题。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-31 DOI: 10.1111/bjep.12771

Anne Edwards

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.

目的：对复杂问题的响应需要跨实践边界的协作。这里介绍的研究使构成从业者和客户之间成功合作的过程变得可见。论点：可以发现复杂的问题，从业者通过现有的反应库认识并解决复杂性。或者它们是被创造出来的问题，研究人员发现了新的现象，创造了新的知识。然后，可以使用这些知识来通知对发现的问题的响应。研究：这里讨论的关于产生问题的研究问：在处理复杂问题的过程中，在实践的交叉点会发生什么？动机如何协调以扩大和应对问题；涉及到什么样的专业知识？被发现的问题是：在日托中心与父母的教学工作，在工作场所支持自闭症患者的应用程序的开发，以及检查跨专业工作的评估框架。关系概念：在对英国儿童服务中出现的跨专业工作的研究中出现的新知识解释了工作关系如何加强反应。这三个关系概念是基于人类发展的文化-历史方法。它们是：关系专业知识，它建立共同的知识，包括参与者的动机，它调解合作，创造关系代理。然后关系代理加强了从业人员和客户所采取的行动。启示：关系概念为跨专业工作和建立客户代理的培训从业者提供了指导。它们为研究人员提供了一个检查合作的框架，并展示了文化历史研究方法如何在实践者的行动中捕捉概念。

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引用次数: 0

Profiles of control, value and achievement emotions in primary school mathematics lessons 小学数学课堂控制情绪、价值情绪和成就情绪的特征。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12768

Wendy Symes, Stephanie Lichtenfeld, Peter Wood, David W. Putwain

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.

背景：成就情绪对数学成绩非常重要。目的：本研究的目的是：(i) 确定在小学数学课上体验到的控制、价值和成就情绪（愉快、无聊和焦虑）的异质性特征，并探讨特征成员与(ii) 数学考试成绩和(iii) 性别之间的关系：我们的样本包括来自英格兰 23 所小学的 883 名学生（50% 为女生，年龄 = 9.34 岁，标准差 = .48）：方法：纵向收集一学年的数据。学生在第一学年和第三学年完成数学测试，并在第二学年自我报告他们在数学课上的控制、价值和成就情绪。通过潜在特征分析，确定了评价和情绪的特征。为了验证这些特征，将 T3 数学考试分数和性别作为特征成员的协变量：结果：确定了三种特征：结果：确定了三种特征：积极特征、消极特征和混合特征。正面形象的学生在 T3 阶段的数学考试成绩明显高于混合形象的学生。作为女生，相对于积极型而言，属于混合型或消极型的可能性更大：小学生的控制和价值评价与成就情绪同时出现，符合 CVT 的理论假设。在探索情绪对学生数学学习和成绩的影响时，应考虑情绪的组合。

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引用次数: 0

Teacher empathy messages: The role of teacher enthusiasm and student outcomes 教师共情信息：教师热情和学生成绩的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12766

Elisa Santana-Monagas, Juan L. Núñez, Jaime León

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.

背景：近年来的研究越来越关注教师共情在课堂中的作用。然而，由于在其概念和评估中观察到的不一致，这种能力是否是有效教学的关键仍然未知。将同理心研究建立在先前理解情绪的方法上，如控制价值理论，可能是评估教师同理心信息的关键，理解为他们对学生情境、评价和情绪的理解。此外，了解教师动机如何影响他们的教学实践（即信息）和这些学生的成果也至关重要。目的：本研究旨在建立一个教师共情信息的框架，考察其在整个学年的使用情况，以及情境课堂特征、教师热情和学生成绩对其使用的影响。样本：参与者包括45名教师和1370名学生，分布在24所高中的66个教室。方法：通过对教师课堂发言录音，评估教师共情信息。在大型语言模型的帮助下，从转录中提取信息。在T1和T3进行教师积极性评估。学生的成绩是在课程结束时（T3）从学业记录中收集的。结果：总体而言，每班学生人数增加了教师使用情感共情信息的数量。教师的积极性与使用信息的数量有关，而信息与学生的成绩之间没有显著的关系。结论：本研究提出了一个评估教师共情信息的实用框架。研究结果还强调了教师动机（即热情）如何影响他们的教学实践。

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引用次数: 0

Connecting engagement to classroom friendships and popular peers' prosocial behaviour 将参与与课堂友谊和受欢迎的同龄人的亲社会行为联系起来。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12770

Jessica E. Kilday, Allison M. Ryan

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.

背景：有很多方法可以利用友谊的支持，这对学生如何在课堂上学习很重要。此外，友谊根植于更大的课堂同伴群体中，这可能对亲社会或破坏行为有不同的规范。很少有研究调查在同学和受欢迎的同龄人相互竞争的影响下，朋友是如何支持或阻止交往的。目的：本研究调查了早期青少年的课堂友谊与他们的参与（行为、情感和同伴求助）之间的关系。此外，这些联系是否取决于同学和受欢迎的同龄人的行为规范。样本：参与者是来自美国46个教室的824名五年级和六年级学生（52%的女孩，48%的男孩，43%的白人，30%的黑人，6%的西班牙裔，6%的亚裔和16%的多种族或其他种族）。方法：我们使用多层次模型来检验学生的友谊体验（最好的朋友质量、互惠的友谊、社会网络中心性和声望）、同伴群体规范（亲社会和破坏性）和学生参与之间的关系。结果：结果显示，相互友谊的数量与这三种类型的参与无关。然而，参与度与最佳友谊质量和友谊中心性（即与许多朋友保持良好联系）呈正相关。当受欢迎程度的规范倾向于亲社会行为时，学生的声望，或作为朋友的高度期望，并没有减少行为参与。结论：研究结果表明，并非友谊经历的所有方面都是平等的。对于参与，重要的是让学生觉得他们在课堂上有朋友，并提请注意受欢迎的同龄人的亲社会行为。

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引用次数: 0

Variation in teachers' daily situational motivation across professional activities 教师日常情境动机在专业活动中的变化。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-21 DOI: 10.1111/bjep.12769

Kristabel Stark, Eric Camburn, Lindsey Kaler

Background and Aims

Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect?

Sample

One hundred sixty teachers in two districts in the Northeastern United States.

Method

Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation and affect during activities. Because our data had a three-level structure (periods within days within teachers), we used multilevel models to explore variation in teachers' situational motivation across both time and activity type. For each subscale, we fit empty models that decomposed variance in outcomes between teachers, days and episodes. We then used conditional models to examine how these outcomes varied across teaching activities, controlling for years of experience and grade level. Finally, we explored the interplay between emotion and motivation.

Results

We found that teachers' motivation is dynamic within teachers and is associated with both the professional activities in which they are engaged and their concurrent affective state. Whereas we found that positive affect during a period was positively and strongly associated with intrinsic motivation and identified regulation during that period, higher levels of negative affect during a period were associated with lower levels of intrinsic motivation and higher levels of external regulation.

Conclusions

This study provides an understanding of K12 teacher motivation as a dynamic experience and demonstrates the potential of measuring teacher motivation as temporally dynamic and contextually bound.

背景和目的：利用自我决定理论，我们调查了：教师动机如何随时间变化？动机在不同的活动环境中是如何变化的？教师动机与情感有何关联？样本：美国东北部两个地区的160名教师。方法：采用日重构法（DRM）测量教师的日常工作活动，以及活动中的动机和影响。由于我们的数据具有三层结构（以教师的天数为单位），我们使用多层模型来探索教师情境动机在时间和活动类型上的变化。对于每个子尺度，我们拟合空模型，分解教师、日期和情节之间的结果差异。然后，我们使用条件模型来检查这些结果如何在教学活动中变化，控制多年经验和年级水平。最后，我们探讨了情绪和动机之间的相互作用。结果：我们发现教师的动机在教师内部是动态的，并且与他们所从事的专业活动和他们的并发情感状态有关。我们发现，在一段时间内，积极情绪与内在动机和识别调节呈正相关，而在一段时间内，较高水平的消极情绪与较低水平的内在动机和较高水平的外部调节相关。结论：本研究提供了对K12教师动机作为一种动态体验的理解，并展示了将教师动机作为一种时间动态和情境约束来衡量的潜力。

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引用次数: 0

Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy 理解工作记忆作为解决数学问题的促进者：卸载作为一种潜在的策略。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-21 DOI: 10.1111/bjep.12767

Josh Medrano, Dana Miller-Cotto

Background

High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.

Aims

This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.

Sample(s)

The participants consisted of 93 undergraduate students from a mid-sized university in the United States.

Methods

Participants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.

Results

Results indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' g. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.

Conclusions

These findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.

背景：高工作记忆容量与提高数学解决问题的能力有关。关于为什么工作记忆能增强解决问题的能力，一个领先的理论认为，有能力解决问题的人可能会把工作记忆中的信息卸下来供以后使用。目的：本研究考察了卸载信息的能力是否能提高工作记忆能力较低的学习者解决问题的能力。样本：参与者包括来自美国一所中等规模大学的93名本科生。方法：参与者首先进行10道题的前测，然后进行工作记忆任务。然后他们被分成两组：一组可以选择用纸和铅笔写字，另一组不用。作为后测的一部分，他们完成了10道数学题。结果：随时间推移，卸载组和未卸载组均有改善；然而，根据赫奇斯的研究，卸载组的效果更大。尽管工作记忆和状态之间没有发现明显的相互作用，但根据约翰逊-内曼技术，卸载对特定范围的工作记忆技能有用。预试和条件的相互作用分析也表明，随着先验知识的增加，卸载可能有益。结论：本研究结果强调了在工作记忆研究中考虑学生先验知识的重要性。他们还展示了外部辅助如何影响解决问题过程中的认知过程。

{"title":"Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy","authors":"Josh Medrano, Dana Miller-Cotto","doi":"10.1111/bjep.12767","DOIUrl":"10.1111/bjep.12767","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample(s)</h3>\u0000 \u0000 <p>The participants consisted of 93 undergraduate students from a mid-sized university in the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' <i>g</i>. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 3","pages":"871-887"},"PeriodicalIF":3.6,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social antecedents of children's mindsets, motivation and achievement in math: Investigating parental beliefs and perceived teacher beliefs 儿童心态、动机和数学成绩的社会前因：调查父母信念和感知教师信念。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-13 DOI: 10.1111/bjep.12764

Hyun Ji Lee, Sungwha Kim, Mimi Bong

Background

As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children’s fixed mindsets.

Aims

Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of teachers perceived by students would predict the children's mindsets, motivation and achievement in math. We further posited that these social influences would indirectly shape students' self-efficacy and test anxiety through students' mindsets, ultimately predicting their persistence and achievement in math.

Sample and Methods

Using multilevel path analyses, we analysed the data from 507 third- and fourth-graders in 28 classrooms and their parents in Korea.

Results

Among the self-reported parental measures, only parental expectations for their child’s success in math were a significant negative predictor of students’ fixed mindsets in math at the within-class level. Student perceptions of their teacher’s fixed mindsets and expectations were, respectively, a positive and a negative predictor of students’ fixed mindsets. Students’ fixed mindsets, in turn, positively predicted their math test anxiety and negatively predicted their math self-efficacy, persistence, and achievement. Patterns observed at the between-class level were generally consistent with those at the within-class level.

Conclusions

This study found meaningful associations of self-reported parental beliefs and student-perceived teacher beliefs with student mindsets, motivation, and achievement in math. Longitudinal or experimental research is needed to clarify their causal relationships.

背景：随着孩子的成熟，他们倾向于在数学上形成一种固定的思维模式，这被认为是导致数学信心下降和普遍焦虑的原因。父母和老师都可以在塑造孩子的固定心态方面发挥重要的社交作用。目的：考虑到儿童的信念是通过与社交者的互动形成的，我们检验了我们的假设，即学生感知到的父母和老师的心态和期望会预测儿童的心态、动机和数学成绩。我们进一步假设，这些社会影响会通过学生的心态间接塑造学生的自我效能感和考试焦虑，最终预测他们在数学上的坚持和成就。样本和方法：采用多层次路径分析，我们分析了韩国28个教室的507名三年级和四年级学生及其家长的数据。结果：在自我报告的父母措施中，只有父母对孩子数学成绩的期望是学生在课堂水平上数学固定心态的显著负向预测因子。学生对老师的固定心态和期望的看法分别是学生固定心态的积极预测因素和消极预测因素。学生的固定心态反过来积极预测他们的数学考试焦虑，负向预测他们的数学自我效能、坚持和成就。在类间水平观察到的模式与类内水平观察到的模式基本一致。结论：本研究发现自我报告的父母信念和学生感知到的教师信念与学生的心态、动机和数学成绩之间存在有意义的关联。需要纵向或实验研究来阐明它们之间的因果关系。

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引用次数: 0