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

Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective 课堂模拟绩效提升职前教师教学动机：潜在变化视角。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-04 DOI: 10.1111/bjep.12761

Hui Wang, Sophie Thompson-Lee, Robert M. Klassen

Background

Preparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While previous studies have examined changes in preservice teachers' motivation over time, there has been little research on how this motivation varies in relation to performance during simulations.

Aims

We explored how performance on a series of classroom simulation sessions predicts preservice teachers' self-efficacy, career intentions, and perceived fit with the profession, after controlling for the baseline levels.

Sample

Participants were 1411 preservice teachers from an undergraduate teacher education programme in Australia (M = 20.27 years, SD = 4.54).

Methods

Data were collected from students enrolled in an introduction to teaching course in a 4-year teacher education programme. Participants completed three classroom simulation sessions spaced over a 3-week period. We used latent change structural equation modelling to test the effects of performance on classroom simulations on preservice teachers' self-efficacy, career intentions and perceived person–vocation fit.

Results

The level of performance on classroom simulations significantly predicted changes in self-efficacy and person–vocation fit (but not career intentions), even after controlling for baseline levels of the constructs, as well as gender and age. Moreover, the change in teaching self-efficacy was progressively more pronounced after the second and third classroom simulation sessions. Finally, both age and gender were found to be associated with preservice teachers' motivation to teach.

Conclusions

The implications for practice are that preservice teacher motivation may respond well to regular, repeated teaching-related simulations.

背景：为教师的教学实习和未来的职业生涯做好准备是至关重要的。然而，随着他们获得经验和从有影响力的来源获得反馈，他们的动机往往会波动。虽然以前的研究已经调查了职前教师的动机随时间的变化，但很少有研究表明这种动机在模拟过程中的表现是如何变化的。目的：在控制基线水平后，我们探讨了一系列课堂模拟会话的表现如何预测职前教师的自我效能感、职业意向和与专业的感知契合度。样本：参与者为1411名来自澳大利亚本科教师教育项目的职前教师（M = 20.27年，SD = 4.54）。方法：收集四年制教师教育课程教学导论课程的学生资料。参与者完成了三个为期三周的课堂模拟课程。本研究采用潜在变化结构方程模型检验了课堂模拟绩效对职前教师自我效能感、职业意向和感知个人-职业契合度的影响。结果：课堂模拟的表现水平显著预测了自我效能感和个人职业契合度（但不包括职业意向）的变化，即使在控制了构式的基线水平、性别和年龄之后也是如此。此外，教学自我效能感的变化在第二次和第三次课堂模拟后逐渐明显。最后，年龄和性别都与职前教师的教学动机有关。结论：对实践的启示是，职前教师的动机可能对定期、重复的教学相关模拟有良好的反应。

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引用次数: 0

How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes 小学学生数学焦虑特征的变化：教师支持、同伴支持和数学态度的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-04 DOI: 10.1111/bjep.12758

Xinfeng Zhuo, Yangyang Wang, Yanli Xu, Hongmin Feng, Chang Liu, Yudan Wang, Jiwei Si

Background

Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited.

Aims

The study identified distinct MA profiles, controlling for general anxiety, test anxiety and math achievement. It also examined how teacher support, peer support and math attitudes predict changes in MA profile membership, alongside potential gender differences.

Samples

The sample included 1025 Chinese third graders (M_age = 8.39, SD = .56; 411 girls), assessed four times from third to sixth grade via questionnaires.

Methods

MA, perceived teacher support, peer support and math attitudes were measured at four time points. Latent transition analysis was used to examine MA profiles while controlling for general anxiety, test anxiety and math achievement, with teacher support, peer support and math attitudes as predictors.

Results

Three MA profiles were identified: Low MA profile (LMA), Moderate math evaluation anxiety profile (MMEA) and High math learning, problem solving and teacher anxiety profile (HLPTMA). Higher perceived teacher and peer support increased the likelihood of transitioning from MMEA and HLPTMA to LMA. Positive math attitudes facilitated the shift from MMEA and HLPTMA to LMA. Boys were more likely to shift from MMEA to HLPTMA than girls.

Conclusions

The study sheds light on MA profile stability and highlights the crucial role of teacher and peer support and math attitudes in MA changes. These findings underscore the importance of early intervention strategies for managing MA in children.

背景：数学焦虑被认为是一个异质性的动态结构，显著影响学生的学习成绩。尽管它很重要，但从多个维度及其转变来检查MA概况的纵向研究仍然有限。目的：该研究确定了不同的MA特征，控制了一般焦虑、考试焦虑和数学成绩。它还研究了教师支持、同伴支持和数学态度如何预测硕士档案成员的变化，以及潜在的性别差异。样本：中国三年级学生1025人(Mage = 8.39, SD = 0.56；411名女孩)，从三年级到六年级通过问卷进行了四次评估。方法：在四个时间点测量MA、感知教师支持、同伴支持和数学态度。在控制一般焦虑、考试焦虑和数学成绩的同时，使用潜在过渡分析来检验MA概况，并以教师支持、同伴支持和数学态度为预测因子。结果：确定了低MA （LMA）、中等数学评价焦虑（MMEA）和高数学学习、问题解决和教师焦虑（HLPTMA）三个MA特征。较高的感知教师和同伴支持增加了从MMEA和HLPTMA过渡到LMA的可能性。积极的数学态度促进了从MMEA和HLPTMA到LMA的转变。男孩比女孩更容易从MMEA转变为HLPTMA。结论：本研究揭示了MA档案的稳定性，并强调了教师和同伴支持以及数学态度在MA变化中的关键作用。这些发现强调了早期干预策略对管理儿童MA的重要性。

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引用次数: 0

Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation 学业自我概念对学习障碍学生阅读理解的影响：阅读焦虑和阅读动机的系列中介作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-04 DOI: 10.1111/bjep.12763

Halime Miray Sümer Dodur, Mustafa Ceylan

Background

Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties.

Aims

This study investigates the relationship between academic self-concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation.

Sample(s)

The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders.

Methods

Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators.

Results

The SEM results indicated that reading motivation partially mediated the relationship between academic self-concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship.

Conclusions

The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self-concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills.

背景：有学习障碍的学生通常很难达到预期的学习成绩，尽管他们的智力平均或高于平均水平。阅读理解是一个涉及多种心理技能的认知过程，对这些学生来说尤其具有挑战性，大约80%的学生遇到了阅读理解困难。摘要目的：本研究旨在探讨学习障碍中学生学业自我概念与阅读理解的关系，重点探讨阅读焦虑和阅读动机在学业自我概念与阅读理解之间的连续中介作用。样本：302名学习障碍中学生（男165名，女137名）。参与者包括77名五年级学生，80名六年级学生，75名七年级学生和70名八年级学生。方法：采用结构方程模型（SEM）对数据进行分析，阅读焦虑和阅读动机作为中介。结果：扫描电镜结果显示，阅读动机在学术自我概念与阅读理解的关系中起部分中介作用，而阅读焦虑和阅读动机共同起完全中介作用。结论：研究结果强调了处理阅读焦虑和动机对于提高学习障碍学生的阅读理解能力的重要性。提高学术自我概念和减少阅读焦虑可以显著提高阅读动机和理解能力。

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引用次数: 0

The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning 富人越富：社会经济优势放大了成长心态在学习中的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-03 DOI: 10.1111/bjep.12755

Ronnel B. King, Faming Wang

Background

Past studies on mindsets have mostly examined them as an individual difference variable. However, the mindset-by-context framework argues that mindsets do not occur within a vacuum, and their successful implementation depends on the social context. One of the most important social contexts for students is the socioeconomic conditions of their families, schools and countries.

Aims

This study aimed to examine whether growth mindsets were associated with focal learning-related outcomes and whether socioeconomic conditions moderated the association between growth mindsets and focal outcomes.

Methods

Multilevel moderated analyses were conducted to analyse the Program for International Student Assessment (PISA) 2018 database with 612,004 students from 80 countries.

Results

Having a growth mindset was positively associated with academic achievement, intrinsic motivation and academic engagement. Furthermore, students from affluent families, schools, and countries benefited more from the growth mindset, supporting the ‘rich get richer’ hypothesis. We did not find any support for the compensatory hypothesis, which assumes that growth mindsets would be more advantageous for disadvantaged students.

Conclusion

This study extends mindset research by emphasizing the role of social context, particularly socioeconomic conditions at the family, school and country levels.

背景：以往关于心态的研究大多将其作为个体差异变量进行考察。然而，基于情境的心态框架认为，心态不会在真空中产生，其成功实施取决于社会情境。对学生来说，最重要的社会背景之一是他们的家庭、学校和国家的社会经济条件。目的：本研究旨在探讨成长心态是否与焦点学习相关结果相关，以及社会经济条件是否会调节成长心态与焦点学习相关结果之间的关系。方法：对来自80个国家的612,004名学生的国际学生评估项目（PISA） 2018数据库进行了多水平调节分析。结果：成长型心态与学业成绩、内在动机和学业投入呈正相关。此外，来自富裕家庭、富裕学校和富裕国家的学生从成长型思维中受益更多，这支持了“富人变得更富”的假设。我们没有发现任何对补偿性假设的支持，该假设认为成长心态对弱势学生更有利。结论：本研究通过强调社会背景，特别是家庭、学校和国家层面的社会经济条件的作用，扩展了心态研究。

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引用次数: 0

What individual, family, and school factors influence the identification of special educational needs in Wales? 哪些个人、家庭和学校因素影响威尔士特殊教育需要的识别？

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-03 DOI: 10.1111/bjep.12760

Jennifer Keating, Cathryn Knight, Alexandra Sandu, Robert French

Background

Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio-economic backgrounds, and pupils attending schools in economically disadvantaged areas.

Aims

The aim of the current study is to link administrative education data for the academic year 2011/12 to data from the UK 2011 Census to explore which individual, family and school characteristics are associated with SEN identification.

Sample(s)

The analysis sample consists of 284,010 pupils attending schools in Wales in 2011/12 linked to household data from the UK 2011 Census.

Methods

Multilevel models were used to estimate the association between individual, family and school characteristics with SEN identification. Further models examined how these factors influence four areas of SEN needs: cognition and learning; communication and interaction; physical and/or sensory; and behavioural, emotional and social development.

Results

Results suggest that aspects of a child's individual and family environment are associated with SEN identification. In particular, males, pupils reported as White ethnicity, pupils who were persistently absent, pupils from households with lower parental education, parental economic inactivity, and lower household social grades have an increased likelihood of SEN identification.

Conclusions

This study emphasizes the importance of considering the environmental context (family and school) of the child in addition to child characteristics for a more accurate and holistic understanding of a child's needs. This research can inform the development of more inclusive and effective support strategies under the new Additional Learning Needs framework in Wales.

背景：以前的国内和国际研究已经调查了SEN识别的潜在模式，其中可能存在男性，社会经济背景较低的个人和在经济不利地区上学的学生的过度代表。目的：当前研究的目的是将2011/12学年的行政教育数据与英国2011年人口普查的数据联系起来，以探索哪些个人、家庭和学校特征与SEN识别相关。样本：分析样本包括2011/12学年在威尔士上学的284,010名学生，这些学生与英国2011年人口普查的家庭数据有关。方法：采用多水平模型估计个体、家庭和学校特征与特殊教育障碍识别的关系。进一步的模型研究了这些因素如何影响特殊教育需求的四个方面：认知和学习；沟通互动；身体及/或感官；以及行为、情感和社会发展。结果：结果表明，儿童个人和家庭环境的各个方面与特殊教育障碍的识别有关。特别是，男性、白人学生、长期缺课的学生、父母受教育程度较低、父母经济活动不活跃、家庭社会等级较低的家庭的学生被识别为SEN的可能性增加。结论：这项研究强调了考虑儿童的环境背景（家庭和学校）的重要性，以及儿童的特点，以更准确和全面地了解儿童的需求。这项研究可以为威尔士在新的额外学习需求框架下制定更具包容性和更有效的支持策略提供信息。

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引用次数: 0

On the influence of social norms on individual achievement goals 社会规范对个人成就目标的影响。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-01 DOI: 10.1111/bjep.12756

Sophie Bossert, Martin Daumiller, Stefan Janke, Markus Dresel, Oliver Dickhäuser

Background

Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injunctive norms (what is considered acceptable) and influence individual achievement goals. The role that descriptive norms (what others typically do or think) play in individual achievement goals is unclear. We propose that peer achievement goals reflect descriptive norms and additionally influence individual achievement goals.

Aims

We aim to better understand contextual influences on individual student motivation by applying a social norms framework to study changes in individual achievement goals and acknowledge the role of peers.

Sample and Methods

We used longitudinal data from 4189 students from 169 classes at two time points after the transition to secondary school.

Results

We calculated multilevel models to predict changes in individual mastery-, performance-approach, and performance-avoidance goals. As Level-2 predictors, class-level classroom goal structures represented injunctive norms, while peer achievement goals represented descriptive norms. Individual achievement goals and individual-level classroom goal structures were added on Level 1. Class-level classroom goal structures related to changes in individual achievement goals only if peer achievement goals were not added. If added on the classroom level, peer achievement goals remained as a single Level-2 predictor of changes in individual achievement goals.

Conclusion

We demonstrated the key role that descriptive norms (reflected by peer achievement goals) play in individual achievement goals. The role of injunctive norms needs to be investigated further to enhance our understanding of how social norms shape individual student motivation.

背景：个人成就目标受学习环境（如课堂）的影响。在这个社会空间中，社会规范出现并塑造动机和行为。课堂目标结构反映了禁令规范（被认为是可接受的）并影响个人成就目标。描述性规范（其他人通常做什么或想什么）在个人成就目标中所起的作用尚不清楚。我们认为同伴成就目标反映了描述性规范，并影响个人成就目标。目的：我们旨在通过运用社会规范框架来研究个人成就目标的变化，并承认同伴的作用，从而更好地理解环境对学生个体动机的影响。样本和方法：我们使用了来自169个班级的4189名学生在过渡到中学后的两个时间点的纵向数据。结果：我们计算了多层模型来预测个体精通目标、绩效接近目标和绩效回避目标的变化。作为二级预测因子，班级层面课堂目标结构代表禁令规范，而同伴成就目标代表描述性规范。在第一阶段增加了个体成就目标和个体层面的课堂目标结构。班级层面课堂目标结构仅在同伴成就目标未加入的情况下与个体成就目标的变化相关。如果将同伴成就目标添加到课堂水平，同伴成就目标仍然是个体成就目标变化的单一二级预测因子。结论：我们论证了描述性规范（通过同伴成就目标反映）在个体成就目标中的关键作用。禁令规范的作用需要进一步研究，以增强我们对社会规范如何塑造学生个人动机的理解。

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引用次数: 0

Perceived peer relationships and achievement motivation: Subject-specific dynamics in a Chinese high school learning context 感知同伴关系与成就动机：中国高中学习情境下的学科特定动态。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-02-27 DOI: 10.1111/bjep.12749

Tianxue Cui, Emily Hongzhen Cheng, Jian Shi, Qimeng Liu

Aim

This study employed a three-wave random intercept cross-lagged panel model (RI-CLPM) to investigate whether a reciprocal relationship exists between perceived peer relationships (intimacy and conflict) and achievement motivation in math and English in the Chinese context.

Samples

A total of 4040 high school students were tracked with their perceived intimacy and conflict with peers and achievement motivation levels in math and English over three academic years since Grade 10.

Results

A reciprocal association was found between perceived peer intimacy and achievement motivation in English, and the predictive effect of intimacy on achievement motivation in English was the same as the reverse association. Only a unidirectional association between perceived peer intimacy and achievement motivation in math could be found. Perceived peer conflict change could not be significantly related to the change in achievement motivation in either math or English.

Conclusions

This study emphasizes that the influence of peer intimacy on achievement motivation is more pronounced compared to that of peer conflict. Moreover, the effect of peer intimacy varies across subject areas. Notably, there is no need for motivational intervention approaches based on gender in math and English.

目的：本研究采用三波随机截距交叉滞后面板模型（RI-CLPM）来考察汉语背景下数学和英语成绩动机与同伴关系感知（亲密和冲突）之间是否存在相互关系。样本：从10年级开始的三个学年里，共有4040名高中生被跟踪调查了他们与同龄人的亲密感和冲突感，以及他们在数学和英语方面的成就动机水平。结果：同伴亲密感与英语成就动机之间存在负相关关系，亲密感对英语成就动机的预测作用与负相关作用相同。发现同伴亲密感与数学成就动机之间仅存在单向关联。感知同伴冲突变化与数学和英语成就动机的变化均无显著相关。结论：本研究强调同伴亲密关系对成就动机的影响比同伴冲突更显著。此外，同伴亲密关系的影响因学科领域而异。值得注意的是，在数学和英语中不需要基于性别的动机干预方法。

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引用次数: 0

Dynamic friendship processes related to learning interest: Moderating by class-level social–emotional competency 与学习兴趣相关的动态友谊过程：受班级社会情感能力的调节。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-02-27 DOI: 10.1111/bjep.12750

Kexin Qin, Yimei Zhang, Tianshu Zhang, Yehui Wang

Background

Learning interest is an intrinsic motivation that dynamically interacts with friendships. Students alter their learning interests to assimilate with their friends and actively establish friendships on the basis of similar interests. These processes do not operate in isolation but rather in the broader peer context. Class-level social–emotional competency (SEC) is a contextual characteristic that influences students' social and learning processes.

Aims

This study used reading and mathematics as examples to examine the moderating role of class-level SEC in the friendship influence process on learning interest and the friendship selection process based on learning interest.

Sample

A total of 2252 students (48.7% female) were surveyed in grades 4 and 6.

Methods

The friendship influence effect on reading/mathematics interest and the reading/mathematics interest-based selection effect were estimated with stochastic actor-based models. Parameter differences were tested between the low- and high-SEC classes.

Results

The friendship processes related to learning interest were strengthened in high-SEC classes. Students in high-SEC classes chose friends according to having similar reading/mathematics interests, and their reading/mathematics interests tended to assimilate with those of their friends over time. However, students in low-SEC classes chose friends more randomly, and the friendship influence effects were much weaker.

Conclusions

In reading and mathematics, friendship selection and influence processes contribute to similarities in learning interests among friends. Increasing students' early learning interests is important for constructing a virtuous circle of friendship establishment and learning interest development. This mutual promotion relationship can be reinforced by improving class-level SEC.

背景：学习兴趣是一种与友谊动态互动的内在动机。学生改变自己的学习兴趣，以与朋友同化，并在相似兴趣的基础上积极建立友谊。这些进程不是孤立地运作，而是在更广泛的对等背景下运作。班级社会情绪能力是影响学生社交和学习过程的一种情境特征。目的：本研究以阅读和数学为例，考察班级层面的交往行为在友谊对学习兴趣的影响过程和基于学习兴趣的友谊选择过程中的调节作用。样本：四年级和六年级共2252名学生（48.7%）被调查。方法：采用随机因素模型对友谊对阅读/数学兴趣的影响效应和基于阅读/数学兴趣的选择效应进行评估。测试了低sec和高sec类别之间的参数差异。结果：与学习兴趣相关的友谊过程在高sec班级中得到加强。高sec班级的学生根据相似的阅读/数学兴趣选择朋友，随着时间的推移，他们的阅读/数学兴趣倾向于与他们的朋友同化。然而，低sec班的学生选择朋友更随机，友谊的影响效应要弱得多。结论：在阅读和数学中，朋友选择和影响过程有助于朋友之间学习兴趣的相似性。提高学生的早期学习兴趣对于构建友谊建立和学习兴趣发展的良性循环具有重要意义。这种相互促进的关系可以通过改进类级SEC来加强。

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引用次数: 0

Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students 获得社会支持的信心与学业预期和主观任务价值之间存在相互关联：对第一代学生和转校生的影响更大。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-02-26 DOI: 10.1111/bjep.12751

Hanna Gaspard, Cora Parrisius, Luise von Keyserlingk, Charlott Rubach, Katsumi Yamaguchi-Pedroza, Hye Rin Lee, Marion Spengler, Christian Fischer, Jutta Heckhausen, Jacquelynne S. Eccles

Background

Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.

Aims

We examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task values in their most difficult and most important course.

Sample

Data stemmed from two cohorts of undergraduate students (n = 320/417 in Fall 2019/2020) at a diverse Southern Californian university.

Methods

Students reported on their confidence in getting support and their expectancies and subjective task values at the beginning, in the middle and (only for motivation) at the end of the academic term.

Results

Results indicated no differences in confidence in getting support based on university generation or transfer student status. Cross-lagged panel models provided some evidence for reciprocal associations between students' confidence in getting support and their expectancies and subjective task values. Findings were similar across the Fall 2019 and Fall 2020 cohorts, providing support for the generalizability across in-person vs. remote learning settings. Longitudinal associations tended to be stronger for first-generation and transfer students.

Conclusions

Future research should, therefore, examine whether university programmes targeting social support are especially effective for disadvantaged students.

背景：社会支持被认为在大学学习动机中起着关键作用，特别是对于弱势学生，如第一代和社区大学转校生。然而，调查社会支持和动机之间相互关系的纵向研究是缺乏的。目的：我们研究了在最困难和最重要的课程中，获得教师和同伴支持的信心与学生的期望和主观任务价值之间的关系。样本：数据来自南加州一所多元化大学的两组本科生（n = 320/417, 2019/2020秋季）。方法：学生在学期开始、中期和学期结束时（仅用于激励）报告了他们对获得支持的信心、期望和主观任务值。结果：结果显示，大学生在获得支持的信心上与转校生没有差异。交叉滞后面板模型为学生获得支持的信心与其期望和主观任务值之间的相互关联提供了一些证据。2019年秋季和2020年秋季的研究结果相似，为面对面和远程学习环境的普遍性提供了支持。在第一代和转校生中，纵向关联更强。结论：因此，未来的研究应该检查以社会支持为目标的大学课程是否对弱势学生特别有效。

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引用次数: 0

A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement 水涨船高：学习成绩在第二语言课堂上的社会传染以及内在动机和参与的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-02-25 DOI: 10.1111/bjep.12752

Norman B. Mendoza, Artem Zadorozhnyy, John Ian Wilzon T. Dizon

Background

The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored.

Aims

This longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating roles of students' intrinsic motivation and engagement.

Methods

A sample of 766 secondary school L2 learners from 30 classrooms was analysed using linear mixed-effects models to investigate the relationship between students' relative achievement at Time 1 and their subsequent achievement at Time 2, as well as the moderating effects of intrinsic motivation (to know, to accomplish and to experience stimulation) and engagement (behavioural and emotional).

Results

Results indicate that students' relative achievement significantly predicts subsequent achievement, supporting the presence of ACE in L2 classrooms. Moreover, intrinsic motivation to experience stimulation, behavioural engagement and emotional engagement significantly moderated this relationship in that ACE was stronger among students with higher levels of these motivational and engagement factors.

Conclusion

The findings highlight the interplay between peer achievement and individual motivational factors in shaping learning outcomes. The discussion situates these results within the broader literature on peer influence, motivation and engagement, exploring their theoretical and practical implications for L2 learning. The study underscores the importance of considering social, motivational, affective and behavioural factors in understanding and fostering optimal L2 learning environments.

背景：成就构成效应（ACE）认为学生的学业成绩受到其同学的集体成就水平的影响。虽然ACE已经在不同的学习领域得到了证明，但它在第二语言学习中的作用以及这种效应的动机调节因素仍未得到充分探讨。目的：本纵向研究考察了第二语言学习背景下的ACE，特别关注学生内在动机和参与的调节作用。方法：使用线性混合效应模型分析了来自30个教室的766名中学第二语言学习者的样本，以调查学生在时间1的相对成就与其随后在时间2的成就之间的关系，以及内在动机（了解、完成和体验刺激）和投入（行为和情感）的调节作用。结果：结果表明，学生的相对成绩显著预测后续的成绩，支持ACE在第二语言课堂中的存在。此外，体验刺激的内在动机、行为投入和情感投入显著调节了这一关系，在这些动机和投入因素水平较高的学生中，ACE更强。结论：本研究结果突出了同伴成就与个人动机因素在形成学习成果方面的相互作用。讨论将这些结果置于同伴影响、动机和参与的更广泛的文献中，探索它们对第二语言学习的理论和实践意义。该研究强调了在理解和培养最佳的第二语言学习环境时考虑社会、动机、情感和行为因素的重要性。

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引用次数: 0