British Journal of Educational Psychology最新文献

Introduction: In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations.

Method: The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN.

Results: Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ²/gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ²/gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations.

Conclusion: Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied.

Introduction: Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but the links between teacher enthusiasm and teacher language are unknown so far.

Methods: The present contribution fills this research gap by applying lexicon-based sentiment analysis to quantify teachers' emotional tone from transcribed teacher utterances obtained from video recordings of full mathematics lessons (45 min). N = 19 secondary school mathematics teachers and their N = 393 students participated in our study. We realised the sentiment analysis using Remus et al.'s emotion lexicon SentiWS (v2.0, 2019). We obtained both teacher self-reports and student ratings to assess teachers' enthusiasm, shown habitually (trait), and during the videotaped lesson (in situ).

Results: Regarding trait enthusiasm, teachers' own, but not the students', ratings were positively linked with teachers' verbally expressed sentiment in the videotaped lesson, specifically its positive valence. Regarding in-situ enthusiasm, associations were even larger but also did not reach significance for the student ratings.

Conclusion: This is the first study to employ sentiment analysis on transcripts of German teachers' in-class talk. Besides the quantitative links between teacher enthusiasm and their language, it also provides qualitative insights on positive emotional teacher talk in mathematics.

Background: Self-leadership is of significant importance to the growth and development of college students. However, few studies have systematically examined how teachers and college students can work together to cultivate the self-leadership of college students.

Aims: Based on the social cognitive theory, this paper aims to propose and teste a comprehensive model examining the comprehensive influence effects of teacher developmental feedback, student proactive vitality management, and psychological resilience on student self-leadership.

Sample: Data from 807 valid respondents were collected via online questionnaire surveys administered at several universities in Southeast China.

Methods: The validation and robustness testing of the variables were conducted using SPSS version 22.0. The discriminant validity of our measures was assessed using AMOS version 24.0. Finally, the proposed model was tested using Hayes' PROCESS macro in SPSS version 22.0.

Results: Both teacher developmental feedback and student proactive vitality management were positively related to student self-leadership. Moreover, psychological resilience mediated the relationships between teacher developmental feedback and student self-leadership, as well as between student proactive vitality management and student self-leadership. Additionally, teacher developmental feedback was more strongly related to student self-leadership when student proactive vitality management was higher.

Conclusions: Our research demonstrates the potential of using social cognitive theory to understand the multifaceted drivers of students' self-leadership. Specifically, both teacher developmental feedback and student proactive vitality management contribute to enhancing student self-leadership through psychological resilience.

Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers' achievement goals is associated with students' academic performance.

Aims: The current study sought to investigate the impact of congruence and discrepancy between students' perceptions of teachers' and parents' achievement goals, including mastery goals and performance goals, on students' academic performance in mathematics and language.

Sample and methods: Data were collected from a sample of 4944 Chinese students from Grades 3 to 8 using self-reported questionnaires. Polynomial regression with response surface analyses were employed to analyse the data.

Results: The results indicated that students' performance in both mathematics and language improved when congruence levels were high in perceived teachers' and parents' mastery goals. Conversely, the congruence level between perceptions of teachers' and parents' performance goals was only related to students' mathematics performance.

Conclusions: The findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance.

Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data.

Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied the causality of these relations by analysing the dynamics between motivation and achievement (rather than examining them as individual constructs) when perceived achievement was experimentally manipulated.

Sample(s): The study employed a short-timeframe experiment in which 309 Dutch undergraduate students (M_age = 19.89, SD = 2.08) learned new English vocabulary.

Methods: Their motivation, effort, and achievement were measured at multiple time points within one hour. Midway through the experiment, participants received manipulated feedback indicating an achievement decline, which was expected to influence their subsequent motivation, effort, and actual achievement. A random-intercept cross-lagged panel framework was employed to model how one construct influenced another over time.

Results: We found a unilateral effect of achievement on motivation (i.e., no reciprocity), which remained stable across the time points. Our experimental manipulation partially supported a causal interpretation of the unilateral achievement→motivation pathway. Additionally, no mediation effect of effort was identified: motivation was not associated with effort, nor was effort linked to achievement.

Conclusions: Our findings underscore the importance of further exploration of behavioural mediation pathways, a broad operationalization of motivation, and the application of appropriate modelling strategies to investigate the motivation-achievement reciprocity.

Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning.

Methods: A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling conditions: L1-bilingual, bilingual-bilingual, L2-L2, and no subtitles.

Results: Results suggested a statistically significant advantage for the L1-bilingual condition over other conditions for word form and meaning recall. The sequential use of L1 and bilingual subtitles also elicited the lowest cognitive load. This study suggests that the viewing sequence that starts with L1 subtitles might increase the efficiency of viewing-based incidental vocabulary learning and have the potential to reduce cognitive load.

Background: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations.

Aim: This longitudinal study examines the reciprocal relations between controlled and autonomous forms of motivation and academic achievement using the RI-CLPM methodology.

Sample: Participants were 1042 high school students (M = 16 years, 52% male adolescents) from 16 different high schools in urban and rural areas.

Methods: A random intercept cross-lagged panel model (RI-CLPM) was tested to estimate whether students' autonomous and controlled motivation predicted achievement and/or vice versa. Independent models were estimated for the two types of motivation.

Results: Overall, the RI-CLPM results indicated a unidirectional relationship between autonomous motivation and achievement. As for controlled motivation, the results of RI-CLPM models showed no reciprocal relationship between this type of motivation and achievement.

Conclusions: These results underline the importance of taking within- and between-person processes into account when analysing reciprocal relations and provide crucial insights for enhancing student motivation and achievement in diverse educational contexts.

Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period.

Aim: This study sought to determine the association between self-reported social-emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years).

Sample: The study used a large Australian sample (n = 23,865), drawn from the New South Wales Child Development Study population cohort.

Methods: The Middle Childhood Survey-Social-Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program-Literacy and Numeracy measure. Associations were examined in multi-level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi-group analyses explored invariance across girls and boys.

Results: Self-Awareness and Self-Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy.

Conclusion: Findings suggest that bolstering primary school students' intrapersonal social-emotional competencies may safeguard their academic achievement over the transition into secondary school.

Background: Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or future) teachers receive education on vocal pedagogy.

Aims: This study examined the impact of raising vocal awareness in teachers on their voice production through delivering a voice training program.

Method: Specifically, we explored how primary school teacher trainees produced motivational (either soft, warm, and encouraging, or harsh, pressuring, and controlling) and neutral communications before and after the delivery of a voice education program that concentrated on raising voice awareness, vocal anatomy, exercise techniques (e.g. breath control, voice modulation), and voice care.

Hypotheses: We hypothesised that trainees' voice production would change over the course of the program and lead to more 'prototypical' displays of motivational prosody (e.g. softly spoken encouraging intentions vs. harshly spoken controlling intentions).

Results: Results indicated a noticeable difference when communicating motivational intentions between pre- and post-training voice samples: post training, trainees spoke more slowly and with reduced vocal effort irrespective of motivational intention, suggesting that raising vocal awareness can alter classroom communications.

Conclusion: The results underscore the importance of vocal awareness training to create a supportive and autonomy-enhancing learning environment.

Background: Much is known about the positive effects of teachers' self-efficacy on instruction and student outcomes, but the processes underlying these relations are unknown.

Aims: We aimed to examine the effects of teacher self-efficacy for student engagement (TSESE) before a lesson on teachers' nonverbal immediacy (NVI) and their enthusiastic teaching. Furthermore, we examined how NVI and enthusiastic teaching affected students' interest after the lesson, controlling for prior interest.

Sample: We used data from the German TALIS video study in the context of the international TALIS study. The study included 50 teachers (46% women) and their 1140 students (53% girls; ageM = 15 years).

Methods: We developed a computational model to assess teachers' NVI on classroom video data. Using a multimodal longitudinal approach, we tested sequential processes with multilevel path models.

Results: TSESE before the lesson (Time 1) was positively and significantly related to teachers' NVI during the lesson (Time 2). Teachers' NVI (Time 2) was positively related to class-level enthusiastic teaching behaviours, reported after the lesson (Time 3). Student-reported enthusiastic teaching behaviours (Time 3) were significantly and positively associated with students' interest (Time 3) when controlling for students' prior interest (Time 1). Students' interest after the lesson (Time 3) was significantly and positively related to students' interest 6 weeks later (Time 4).

Conclusions: Nonverbal behaviours of the teacher are central to classroom instruction by promoting students' perceptions of the teachers' enthusiastic teaching behaviours.