British Journal of Educational Psychology最新文献_第4页

Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation 学生在课堂上的关系质量：探索潜在的概况、潜在的转变和与学生动机的联系。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-09-10 DOI: 10.1111/bjep.70028

Juliane Schlesier, Ramona Obermeier, Michaela Gläser-Zikuda

Background

Early secondary school students' perceptions of their social relationships in class are closely linked to their levels of motivation. However, person-centred research examining patterns of social relationships with both peers and teachers remains limited.

Aims

This study explored the existence, stability and transitions of latent profiles of students' social relationships over time, as well as their interconnectedness with students' motivation, gender, immigration background and educational track.

Sample(s)

The sample included 1343 5th grade students (first year after transitioning to secondary school), assessed at three time measurement points.

Methods

Latent profile analysis (LPA) was used to identify patterns of students' perceived social relationship quality. We also used latent transition analysis (LTA) to explore the stability and transitions between profiles over time, taking into account students' motivation, gender, immigration background and educational track.

Results

Four profiles of social relationship quality were identified at each time point: low (P1), moderate (P2), high (P3) and solid (P4). Profiles with lower-quality relationships were the least stable across time. Intrinsic motivation was a key predictor of profile transitions, with higher motivation increasing the likelihood of moving to profiles with lower-quality relationships. Gender, immigration background and educational track influenced initial profile assignment significantly.

Conclusions

The findings highlight the dynamic nature of perceived social relationships in early secondary school. Interventions that enhance intrinsic motivation might be useful in promoting students' social development.

背景：初中生对课堂社会关系的认知与其动机水平密切相关。然而，以人为本的研究考察与同伴和教师的社会关系模式仍然有限。目的：探讨大学生社会关系潜在特征的存在、稳定性和随时间的变化，以及与动机、性别、移民背景和教育轨迹的相互联系。样本：样本包括1343名五年级学生（过渡到中学后的第一年），在三个时间测量点进行评估。方法：采用潜在特征分析（LPA）对大学生社会关系质量感知模式进行分析。在考虑学生动机、性别、移民背景和教育轨迹的情况下，我们还使用了潜在转变分析（LTA）来探索不同时期的稳定性和转变。结果：各时间点社会关系质量分为低（P1）、中（P2）、高（P3）和牢固（P4）四个层次。随着时间的推移，关系质量较低的个人资料最不稳定。内在动机是档案转换的关键预测因素，较高的动机增加了转移到具有更好质量关系的档案的可能性。性别、移民背景和教育轨迹对初始档案分配有显著影响。结论：研究结果强调了中学早期感知社会关系的动态性。增强内在动机的干预措施可能有助于促进学生的社会发展。

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引用次数: 0

Peer influence and student goal orientations: A commentary 同伴影响与学生目标取向：评论。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-09-05 DOI: 10.1111/bjep.70029

Kathryn R. Wentzel

Background

Relationships and interactions with peers have been related consistently to a range of motivational outcomes at school. This collection of papers has important implications for and raises interesting questions about the role that classmates play in motivating each other to engage academically. This is especially important given that the ‘how’ and ‘why’ of social influence on academic motivation has rarely been addressed in a systematic fashion.

Aims

This commentary addresses four issues: (1) how goals are defined and assessed; (2) how peer contexts, including relationships and interactions, are defined and assessed; (3) how and why peer relationships are related to student goal-setting; and (4) how other social contexts might explain student goal-setting in addition to or instead of peer influence.

Samples and Methods

This commentary is organized around seven papers that focus on various aspects of peer relationships in relation to motivation as it manifests in students' goal-setting.

Results

The authors of these papers focus on various aspects of peer relationships and peer-related processes, including social network analysis and peer ratings informed by multiple peers, and students' perceptions of peer-related characteristics and activities using single-informant assessments. The papers focus on peer network characteristics in relation to achievement goal orientations, and how perceived support from peers is related significantly to aspects of self-regulated motivation, including efforts to achieve mastery-related goals.

Conclusions

These papers underscore the notion that social contexts are central to understanding students' motivation to learn. However, many unanswered questions remain concerning when and how peers exert their influence.

背景：与同伴的关系和互动一直与学校的一系列激励结果有关。这组论文对同学们在激励彼此学习方面所扮演的角色有着重要的意义，并提出了有趣的问题。这一点尤其重要，因为社会对学术动机的影响“如何”和“为什么”很少以系统的方式得到解决。目的：本评论涉及四个问题：(1)如何定义和评估目标；(2)如何定义和评估同伴环境，包括关系和互动；(3)同伴关系如何及为何与学生目标设定相关；(4)其他社会背景如何解释学生的目标设定，而不是同伴影响。样本和方法：这篇评论是围绕七篇论文组织的，这些论文集中在与动机有关的同伴关系的各个方面，因为它体现在学生的目标设定中。结果：这些论文的作者关注同伴关系和同伴相关过程的各个方面，包括社会网络分析和由多个同伴提供的同伴评级，以及学生使用单一信息评估对同伴相关特征和活动的看法。本文重点研究了同伴网络特征与成就目标取向的关系，以及同伴的感知支持如何与自我调节动机的各个方面（包括努力实现与掌握相关的目标）显著相关。结论：这些论文强调了社会背景是理解学生学习动机的核心。然而，关于同龄人何时以及如何施加影响，仍有许多悬而未决的问题。

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引用次数: 0

The role of academic self-concepts, parent expectations and teacher–student interactions in socio-economic gaps in educational attainment 学业自我概念、家长期望和师生互动在教育成就的社会经济差距中的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-09-05 DOI: 10.1111/bjep.70025

Caoimhe Dempsey, Selina McCoy

Background

Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes.

Aims

We examine SES differences in (a) changes in parent expectations and academic self-concepts from primary to secondary school and (b) interactions between teacher–student interaction quality and parent expectations to uncover the role these processes play in SES differences in attainment.

Sample and Methods

Using the Growing Up in Ireland cohort (N = 5190), children reported on their academic self-concepts (9 and 13 years); quality of teacher interactions (13 years); and third-level attainment (20 years). Primary caregivers reported on their educational expectations and SES (9 and 13 years).

Results

From 9 to 13 years, children from low SES families experience a steeper drop in academic self-concept and no rise in their parents' expectations compared with their high SES peers. Both initial levels and changes in children's self-concepts and parents' expectations predicted attainment, with parents' expectations a stronger influence in low SES families. Teacher–child interactions at age 13 moderated the effect of parents' expectations on attainment; however, this was cumulative for low SES children and compensatory for high SES children.

Conclusions

We discuss how findings regarding these developmental processes can be used in school policy and practices aimed at addressing SES differences in educational attainment.

背景：低社会经济地位（SES）是影响受教育程度的持续风险因素。家长期望和学生的学术自我概念促成了这种联系；然而，很少有研究调查这些结构的变化是如何随着时间的推移导致SES成就差距的，以及教师如何缓冲这些变化的后果。目的：研究社会经济地位差异在(a)父母期望和学业自我概念从小学到中学的变化和(b)师生互动质量和父母期望之间的相互作用，以揭示这些过程在社会经济地位差异的成就中所起的作用。样本和方法：使用爱尔兰成长队列（N = 5190），儿童报告他们的学术自我概念（9岁和13岁）；教师互动质量（13年）；第三级（20年）。主要照顾者报告了他们的教育期望和社会经济地位（9岁和13岁）。结果：9 ~ 13岁时，低经济地位家庭的孩子学业自我概念的下降幅度大于高经济地位家庭的孩子，父母对他们的期望没有上升。儿童自我概念和父母期望的初始水平和变化都预示着成就，在低社会经济地位家庭中，父母期望的影响更大。13岁时的师生互动调节了父母期望对成就的影响；然而，这对经济地位低的儿童是累积性的，对经济地位高的儿童是补偿性的。结论：我们讨论了关于这些发展过程的发现如何用于旨在解决教育成就上的SES差异的学校政策和实践。

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引用次数: 0

Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school students 高中生情绪弹性与考试焦虑的发展轨迹及其纵向关联：一项前瞻性研究。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-09-04 DOI: 10.1111/bjep.70031

Hengchang Huang, Zhijun Cheng, Bingxin Cai, Jing Long, Xiaomin Lin, Yong Zhang, Yangmei Luo, Xuhai Chen

Background

Test anxiety is known to be negatively associated with emotional resilience. However, some studies suggest that emotional resilience helps adolescents manage test anxiety, while others argue that test anxiety undermines emotional resilience.

Aims

This study aims to clarify the developmental trajectories of emotional resilience and test anxiety in high school students, explore their interrelationships over time, and investigate potential gender differences.

Sample(s)

The study utilised three waves of survey data from 637 high school students.

Methods

A latent growth model was employed to examine the overall developmental trajectories of emotional resilience and test anxiety. A parallel-process latent class growth model was used to identify joint developmental patterns and explore gender differences. A cross-lagged model was applied to explore the prospective associations between the two variables separately for boys and girls.

Results

Emotional resilience declined with grade progression, while test anxiety increased. Joint trajectories analysis identified three patterns: “low stable resilience – high stable anxiety,” “moderate declining resilience – moderate increasing anxiety,” and “high declining resilience – low increasing anxiety.” Girls were more likely than boys to be classified into “low stable resilience – high stable anxiety” group. Longitudinal analyses revealed gender differences: for boys, higher emotional resilience predicted lower future test anxiety, whereas for girls, higher test anxiety predicted lower emotional resilience.

Conclusions

The developmental trajectories of emotional resilience and test anxiety exhibit heterogeneity and gender differences. The findings highlight the importance of considering gender when designing interventions to enhance emotional resilience and reduce test anxiety.

背景：众所周知，考试焦虑与情绪恢复力呈负相关。然而，一些研究表明，情绪弹性有助于青少年控制考试焦虑，而另一些研究则认为，考试焦虑会破坏情绪弹性。目的：本研究旨在阐明高中生情绪弹性和考试焦虑的发展轨迹，探讨两者之间的相互关系，并探讨其潜在的性别差异。样本：本研究使用了来自637名高中生的三波调查数据。方法：采用潜在增长模型对情绪弹性和考试焦虑的整体发展轨迹进行检验。平行过程潜类增长模型用于识别联合发展模式和探讨性别差异。应用交叉滞后模型分别探讨男孩和女孩这两个变量之间的潜在关联。结果：情绪弹性随年级增长而下降，而考试焦虑则增加。联合轨迹分析确定了三种模式：“低稳定的弹性-高稳定的焦虑”，“中度下降的弹性-中度增加的焦虑”，以及“高下降的弹性-低增加的焦虑”。女生比男生更容易被归类为“低稳定弹性-高稳定焦虑”组。纵向分析揭示了性别差异：对于男孩来说，更高的情绪弹性预示着更低的未来考试焦虑，而对于女孩来说，更高的考试焦虑预示着更低的情绪弹性。结论：情绪弹性和考试焦虑的发展轨迹存在异质性和性别差异。研究结果强调了在设计干预措施以增强情绪弹性和减少考试焦虑时考虑性别的重要性。

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引用次数: 0

Longitudinal trajectories of parent–teacher communication during elementary school: Investigating child academic skills, school enjoyment and self-perceived ability 小学亲子沟通的纵向轨迹：研究儿童学业技能、学校享受与自我感知能力。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-30 DOI: 10.1111/bjep.70026

Maggie Roy, Catherine Julien, Jasmine Gobeil-Bourdeau, Marie-France Nadeau, Caroline Fitzpatrick, Gabrielle Garon-Carrier

Background

Parent–teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school.

Aims

This study establishes longitudinal trajectories of parent–teacher communication, as reported by parents and examines the correlates and prospective association with students' academic abilities, school enjoyment and self-perceived ability.

Sample

A population-based cohort of school-aged children (N = 1486, 51.4% boys).

Methods

The quality of parent–teacher communication was reported by mothers when the children were aged 6, 7, 8 and 10 years. At age 10, children's mathematics and vocabulary skills were measured using standardized measures. At age 12, children provided self-reports on school enjoyment and self-perceived ability.

Results

Latent class growth analysis identified three trajectories: high (60.9%, n = 906), moderately high (34.4%, n = 512) and low-quality parent–teacher communication (4.7%, n = 68). Child externalizing and internalizing behaviours, as well as suboptimal parenting practices, were associated with the low-quality trajectory. Children of mothers in the low-quality parent–teacher communication trajectory reported lower self-perceived ability at age 12, compared to children in the high-quality communication trajectory. However, there were no significant differences between the groups in school enjoyment, vocabulary skills or mathematics skills.

Conclusions

Findings reveal that preventive efforts could be implemented by teachers to actively engage with parents of these children. This could involve providing guidance to parents on effective communication strategies, while teachers should also be mindful of their own communication skills.

背景：亲子沟通是儿童学校运作的关键。它可以帮助教师调整他们的教育实践和与学生的互动，并增加家长在学校的参与。目的：本研究建立家长与教师沟通的纵向轨迹，并探讨学生学业能力、学校乐趣和自我感知能力之间的相关关系和未来的联系。样本：以人群为基础的学龄儿童队列（N = 1486，男孩占51.4%）。方法：在儿童6岁、7岁、8岁和10岁时，由母亲报告亲子交流的质量。在10岁时，孩子们的数学和词汇能力用标准化的方法进行了测量。在12岁时，孩子们提供了关于学校享受和自我感知能力的自我报告。结果：潜类增长分析确定了三个轨迹：高（60.9%,n = 906）、中高（34.4%,n = 512）和低质量的家长-教师沟通（4.7%,n = 68）。儿童的外化和内化行为，以及次优的育儿实践，与低质量的轨迹有关。与高质量的父母-教师沟通轨迹的孩子相比，低质量的父母-教师沟通轨迹的孩子在12岁时的自我感知能力较低。然而，各组在学校享受、词汇技能和数学技能方面没有显著差异。结论：研究结果表明，教师可以采取预防措施，积极参与这些儿童的家长。这可能包括为家长提供有效沟通策略的指导，而教师也应该注意自己的沟通技巧。

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引用次数: 0

The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue 同伴关系和动机的相互动态：特刊评论。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-30 DOI: 10.1111/bjep.70027

Jessica E. Kilday, Allison M. Ryan

Background

Boosting student motivation is an important goal, as it fuels effective learning and collaboration in school. Motivation develops through both personal beliefs and environmental influences. While peers make up much of students' social world, they have received less attention than teachers. Articles in this special issue explore the complex and dynamic ways peer relationships are intertwined with student motivation.

Aims

This commentary synthesizes key findings from the special issue around two themes: (1) how peer relationships and motivation influence each other, and (2) how multiple aspects of the peer context jointly shape students' motivational development.

Samples and Methods

We focus on 8 articles in the special issue that were diverse in age (from primary to university) and regions of the world (e.g., China, Germany, Israel, Netherlands, United States, and Turkey). Several studies used social network approaches, while others used longitudinal, qualitative, or mixed methods designs.

Results

Findings highlight the reciprocal and contextual dynamics connecting peer relationships and motivation. Yet, there was greater agreement affirming the positive and negative influences of peers on motivation. Whereas inconsistent findings regarding how aspects of academic motivation drive the formation of peer groups warrant future investigation.

Conclusions

By centring on motivation, this special issue extends research on peer relationships in school. Broadly, there is a continued need to match distinct definitions and measures of peer relationships to specific aspects of motivation, while considering the potential for bidirectional and joint influences.

背景：提高学生的积极性是一个重要的目标，因为它促进了学校有效的学习和合作。动机通过个人信念和环境影响而发展。虽然同龄人在学生的社交世界中占了很大一部分，但他们受到的关注却不如老师。本期特刊的文章探讨了同伴关系与学生动机交织在一起的复杂而动态的方式。目的：这篇评论综合了特刊围绕两个主题的主要发现：(1)同伴关系和动机如何相互影响；(2)同伴环境的多个方面如何共同塑造学生的动机发展。样本和方法：我们重点研究了特刊中的8篇文章，这些文章的年龄（从小学到大学）不同，来自世界各地（如中国、德国、以色列、荷兰、美国和土耳其）。一些研究使用社会网络方法，而其他研究使用纵向、定性或混合方法设计。结果：研究结果强调了同伴关系和动机之间的互惠和情境动态关系。然而，在肯定同伴对动机的积极和消极影响方面，有更大的共识。然而，关于学习动机的各个方面如何推动同伴群体形成的不一致的发现值得未来的调查。结论：本专题以动机为中心，扩展了对学校同伴关系的研究。从广义上讲，继续需要将同伴关系的不同定义和衡量标准与动机的具体方面相匹配，同时考虑到双向和联合影响的可能性。

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引用次数: 0

Fostering social–emotional competence in early childhood: EmoCog Play Integration Programme 培养幼儿的社交情感能力：EmoCog游戏整合计划。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-28 DOI: 10.1111/bjep.70023

Mengyan Fang, Runke Huang, Chenyi Zhang

Background

Developing social–emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains.

Aims

To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social–emotional competence and executive function through structured, game-based activities. Moreover, given the multidimensional nature of social–emotional competence, this study aims to examine the impact of the EPI Programme on the development of SEC and its components among preschool children.

Samples

Participants were 145 preschool children in China (M = 4.80 years, SD = .91; 43% girls).

Methods

A randomized controlled design assigned children to either an intervention or control group. The intervention comprised 12 sessions over 4 weeks, each lasting 20–30 min.

Results and Conclusions

The EPI Programme significantly improved overall social–emotional competence, particularly in self-awareness and relationship skills. However, effects on self-management, social awareness, and responsible decision-making were non-significant. These findings preliminarily support the EPI Programme's effectiveness and offer insights for designing localized social–emotional learning programmes in China.

背景：发展社会情感能力和执行功能对儿童的长期成功至关重要。虽然它们之间的相互联系已经确立，但关于系统地整合这两个领域的干预措施的证据有限。为了解决这个问题，本研究开发了EmoCog游戏整合（EPI）计划，这是一个开创性的倡议，旨在通过结构化的游戏活动系统地整合社交情感能力和执行功能。此外，考虑到社会情绪能力的多维性，本研究旨在探讨EPI计划对学龄前儿童社会情绪能力及其组成部分发展的影响。样本：145名中国学龄前儿童（M = 4.80岁，SD = 0.91； 43%为女童）。方法：采用随机对照设计，将儿童分为干预组和对照组。干预包括12个疗程，持续4周，每次持续20-30分钟。结果和结论：EPI项目显著提高了整体的社会情感能力，尤其是自我意识和人际关系技巧。然而，对自我管理、社会意识和负责任决策的影响不显著。这些发现初步支持了EPI项目的有效性，并为在中国设计本地化的社交情绪学习项目提供了见解。

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引用次数: 0

Teacher motivation and teaching quality: Situation-specific and process-oriented perspectives 教师动机与教学质量：情境视角与过程视角。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-26 DOI: 10.1111/bjep.70024

Rebecca Lazarides, Markus Dresel

Background and Aims

Teacher motivation is key to high-quality instruction and positive student outcomes. While its links to teaching and student development are indicated by a series of studies, less is known about the situational processes connecting motivation to teaching behaviours. This special issue addresses this research gap and has the objective to bring together contributions that enable a better understanding of the process-oriented character of teacher motivation, instruction, and their interrelations with student outcomes.

Results

This editorial and the contributions in this special issue extend current knowledge on the process-oriented character of teacher motivation, instruction, and their interrelations with student outcomes. The contributions all empirically investigate situation-specific processes that relate to teacher motivation and teaching behaviours, or broaden perspectives on the situatedness of teacher motivation and instruction.

Conclusions

Integrating theoretical approaches on teacher motivation and instruction and applying process-oriented methods to study the situatedness of both enable research to advance theoretical developments in the field and to derive insights for both empirical research in educational psychology and educational practice.

背景和目的：教师动机是高质量教学和积极学生成果的关键。虽然一系列研究表明了动机与教学和学生发展之间的联系，但人们对将动机与教学行为联系起来的情境过程知之甚少。这期特刊解决了这一研究缺口，其目的是汇集有助于更好地理解教师动机、教学的过程导向特征及其与学生成绩的相互关系的贡献。结果：这篇社论和本期特刊的贡献扩展了当前关于教师动机、教学及其与学生成绩的相互关系的过程导向特征的知识。这些贡献都是对与教师动机和教学行为相关的情境特定过程进行实证研究，或者拓宽了对教师动机和教学情境性的看法。结论：整合教师动机与教学的理论研究方法，运用过程导向的方法来研究教师动机与教学的情境性，可以促进该领域的理论发展，并为教育心理学和教育实践的实证研究提供见解。

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引用次数: 0

Mitigating the seductive details effect by topic and irrelevance signals 通过主题和不相关的信号减轻诱惑性细节的影响。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-21 DOI: 10.1111/bjep.70022

Lukas Wesenberg, Felix Krieglstein, Sebastian Jansen, Sascha Schneider, Günter Daniel Rey

Background

Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance.

Aims

The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic signals) or as thematically independent and learning-irrelevant (topic and irrelevance signals).

Sample and Method

A total of 195 students read a text on the formation of coral reefs. Depending on the experimental condition, the text either included no seductive details (1), unsignalled seductive details (2), seductive details marked by topic signals, that is, placed in coloured boxes that were declared thematically independent (3) or seductive details marked by topic and irrelevance signals, that is, placed in coloured boxes that were declared thematically independent and irrelevant for the learning goal (4).

Results

Results showed that topic signals mitigated and possibly even offset the detrimental effect of seductive details on transfer performance. Additional signalling of their irrelevance showed no significant effect. Furthermore, it was shown that including seductive details partially improves learning indirectly by increasing interest.

Conclusions

The results suggest that the seductive detail effect cannot be explained solely by simple distraction. They provide a first indication that designers of (digital) textbooks who wish to increase students' interest by including digressions could prevent negative consequences by only signalling their thematic independence. However, this novel effect needs replication before reliable, practical recommendations can be made.

背景：诱人的细节（学习材料中有趣的题外话）经常被整合到学习单元中，使它们对学习者更有吸引力。然而，研究表明，这往往会使学生的认知超载，损害他们的学习表现。目的：本研究探讨了如果将诱人的细节标记为主题独立于其他细节（主题信号）或主题独立且与学习无关（主题和无关信号），是否可以减轻这些负面后果。样本与方法：共195名学生阅读一篇关于珊瑚礁形成的文章。根据实验条件的不同，文本可以不包含诱惑性细节(1)，没有标记的诱惑性细节(2)，以主题信号标记的诱惑性细节，即放置在主题独立的彩色盒子中(3)，或者以主题和无关信号标记的诱惑性细节，即放置在主题独立和与学习目标无关的彩色盒子中(4)。结果：结果表明，话题信号减轻甚至可能抵消诱惑性细节对迁移绩效的不利影响。附加的不相关信号没有显示出显著的效果。此外，研究表明，包含诱人的细节可以通过增加兴趣来间接部分地改善学习。结论：诱惑细节效应不能用单纯的分心来解释。他们提供了一个初步的迹象，即（数字）教科书的设计者如果希望通过加入离题内容来增加学生的兴趣，可以通过仅仅表明他们的主题独立性来防止负面后果。然而，在提出可靠的、实用的建议之前，这种新效果需要复制。

{"title":"Mitigating the seductive details effect by topic and irrelevance signals","authors":"Lukas Wesenberg, Felix Krieglstein, Sebastian Jansen, Sascha Schneider, Günter Daniel Rey","doi":"10.1111/bjep.70022","DOIUrl":"10.1111/bjep.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic signals) or as thematically independent and learning-irrelevant (topic and irrelevance signals).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Method</h3>\u0000 \u0000 <p>A total of 195 students read a text on the formation of coral reefs. Depending on the experimental condition, the text either included no seductive details (1), unsignalled seductive details (2), seductive details marked by topic signals, that is, placed in coloured boxes that were declared thematically independent (3) or seductive details marked by topic and irrelevance signals, that is, placed in coloured boxes that were declared thematically independent and irrelevant for the learning goal (4).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that topic signals mitigated and possibly even offset the detrimental effect of seductive details on transfer performance. Additional signalling of their irrelevance showed no significant effect. Furthermore, it was shown that including seductive details partially improves learning indirectly by increasing interest.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results suggest that the seductive detail effect cannot be explained solely by simple distraction. They provide a first indication that designers of (digital) textbooks who wish to increase students' interest by including digressions could prevent negative consequences by only signalling their thematic independence. However, this novel effect needs replication before reliable, practical recommendations can be made.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"382-400"},"PeriodicalIF":3.6,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977488","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

Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis 同伴支持和课堂公正对中国青少年学业投入和不满的纵向影响：一个中介和多群体分析。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-18 DOI: 10.1111/bjep.70021

Qi Gao, Yukai Zhou, Libin Zhang, Chenxu Wang, Yang Yang, Wenyu Liang, Yunyun Zhang

Background

The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of classroom climate indicators that permeate both instructional and noninstructional periods on academic engagement and disaffection remain unclear.

Aims

This study explored how peer support and classroom justice jointly influence academic engagement and disaffection via mastery goals and resilience, and investigated the potential differences in these effects between low- and high-achieving students.

Sample

A total of 1398 Chinese adolescents (T1: M_age = 13.04, SD_age = .66, 47.30% female; T2: M_age = 13.55, SD_age = .66, 47.60% female; T3: M_age = 14.00, SD_age = .66, 47.80% female) participated in a three-wave longitudinal investigation that featured 6-month intervals.

Methods

Data were collected at three time points, measuring peer support, classroom justice and academic achievement at T1; mastery goals and resilience at T2; academic engagement and academic disaffection at T3.

Results

Findings indicated that peer support and classroom justice significantly related to engagement and disaffection via mastery goals, and their effects were significant on engagement via resilience. The influencing pathways varied across achievement levels. The mediating effects of mastery goals and resilience were significant only for low-achieving students, but not for high-achieving students.

Conclusions

The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.

背景：课堂气氛对学生学业投入和学业不满的影响已被充分记录。然而，之前的研究主要集中在教师主导的教学时间；贯穿教学和非教学时期的课堂气氛指标对学业投入和不满的影响尚不清楚。目的：本研究探讨同伴支持和课堂公平如何通过掌握目标和弹性共同影响学业投入和不满情绪，并探讨这些影响在低成就学生和高成就学生之间的潜在差异。样本：共1398名中国青少年(T1: Mage = 13.04, SDage =。66，女性47.30%；T2：法师= 13.55，秘境=。66，女性47.60%；3：法师= 14.00，秘境=。66（47.80%为女性）参加了间隔6个月的三波纵向调查。方法：在三个时间点收集数据，测量同伴支持、课堂公正和T1学业成绩；T2阶段的掌握目标与弹性；第三阶段的学术投入和学术不满。结果：同伴支持和课堂公正对通过掌握目标实现的敬业度和不满度有显著影响，对通过弹性实现的敬业度有显著影响。影响途径因成就水平而异。掌握目标和心理弹性的中介作用仅在成绩差的学生中显著，在成绩高的学生中不显著。结论：研究结果强调了关注一般课堂气氛指标的重要性，表明教育工作者应该培养一种支持性和公平的课堂气氛，促进学生的掌握目标和弹性，同时实施不同成就水平的差异化干预，以激活不同学生群体的最佳学术发展途径。

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引用次数: 0