Noa Brandel, Merit Deri, Ronnie Karsenty, Baruch B. Schwarz
Introduction
We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions.
Methods
We analysed the classroom talk of eight teachers of different ages, seniority and academic background at three timepoints: before, during and at the end of the programme, focusing on teachers' AT quality at both macro- and micro-levels. The macroanalysis concerned ratings of teachers' talk as a whole, while the microanalysis inspected teachers' specific AT moves. This enabled us to assess how teachers operated AT moves to raise the level of discussions and advance student learning.
Results
Both averaged macro-level ratings and rates of micro-level talk moves attest to an overall improvement in teachers' AT quality over time. However, improvement appears durable mainly for older, more senior teachers with specialized mathematics education. The macroanalysis reveals significant improvement in teachers' accountability to the learner community, alongside a strong positive correlation between the level of cognitive demand maintained by the teacher and the overall quality of teachers' AT. The microanalysis reveals significant improvement in teachers' accountability both to the learner community and to mathematical knowledge and reasoning.
Conclusion
Beyond the overall improvement of the quality of teacher talk over time, micro- and macro-analyses reveal differences attributable either to the sensitivity of the methodological tools or to the nature of the change in teachers' practices.
{"title":"The effectiveness of a principle-based professional development programme in promoting teachers' high-level talk in primary mathematics classrooms","authors":"Noa Brandel, Merit Deri, Ronnie Karsenty, Baruch B. Schwarz","doi":"10.1111/bjep.70020","DOIUrl":"10.1111/bjep.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analysed the classroom talk of eight teachers of different ages, seniority and academic background at three timepoints: before, during and at the end of the programme, focusing on teachers' AT quality at both macro- and micro-levels. The macroanalysis concerned ratings of teachers' talk as a whole, while the microanalysis inspected teachers' specific AT moves. This enabled us to assess how teachers operated AT moves to raise the level of discussions and advance student learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both averaged macro-level ratings and rates of micro-level talk moves attest to an overall improvement in teachers' AT quality over time. However, improvement appears durable mainly for older, more senior teachers with specialized mathematics education. The macroanalysis reveals significant improvement in teachers' accountability to the learner community, alongside a strong positive correlation between the level of cognitive demand maintained by the teacher and the overall quality of teachers' AT. The microanalysis reveals significant improvement in teachers' accountability both to the learner community and to mathematical knowledge and reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Beyond the overall improvement of the quality of teacher talk over time, micro- and macro-analyses reveal differences attributable either to the sensitivity of the methodological tools or to the nature of the change in teachers' practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"356-381"},"PeriodicalIF":3.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879519/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144859910","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}
Sungok Serena Shim, Boreum Kim, C. Addison Helsper, Mary Reas, Robyn Fisher, Mmesoma Asiegbu
Background
Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference.
Aims
This study aimed to examine how online social achievement goals may contribute to understanding the detrimental link between FoMO and social media interference.
Sample
A total of 366 students (79.8% European American, 77.0% female), enrolled in educational psychology or education-related courses at a Midwestern U.S. university, voluntarily participated in this study.
Methods
A new measure was developed to assess social media interference, emphasizing functional impairment caused by social media use. Path analysis was conducted to test a mediation model in which social achievement goals predict social media interference, with FoMO serving as the mediator.
Results
Social development goals mitigated mild interference, while social demonstration-approach and social demonstration-avoidance goals were associated with both mild and severe interference via heightened FoMO. Additionally, social demonstration-approach goals had a direct link to severe interference. Controlling for time spent on social media, the results suggest that individuals with different social achievement goals may experience different levels of interference, even with comparable time spent online.
Conclusions
The current findings underscore the importance of discouraging social demonstration goals and fostering the goals to build authentic connections and nurture meaningful relationships on social media.
{"title":"Social media interference among college students: The role of social achievement goals and fear of missing out","authors":"Sungok Serena Shim, Boreum Kim, C. Addison Helsper, Mary Reas, Robyn Fisher, Mmesoma Asiegbu","doi":"10.1111/bjep.70016","DOIUrl":"10.1111/bjep.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily responsibilities and routines in academic, social, and physical domains, a phenomenon referred to as social media interference.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to examine how online social achievement goals may contribute to understanding the detrimental link between FoMO and social media interference.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A total of 366 students (79.8% European American, 77.0% female), enrolled in educational psychology or education-related courses at a Midwestern U.S. university, voluntarily participated in this study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A new measure was developed to assess social media interference, emphasizing functional impairment caused by social media use. Path analysis was conducted to test a mediation model in which social achievement goals predict social media interference, with FoMO serving as the mediator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Social development goals mitigated mild interference, while social demonstration-approach and social demonstration-avoidance goals were associated with both mild and severe interference via heightened FoMO. Additionally, social demonstration-approach goals had a direct link to severe interference. Controlling for time spent on social media, the results suggest that individuals with different social achievement goals may experience different levels of interference, even with comparable time spent online.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The current findings underscore the importance of discouraging social demonstration goals and fostering the goals to build authentic connections and nurture meaningful relationships on social media.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 4","pages":"1310-1324"},"PeriodicalIF":3.6,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Keerat Grewal, Sayed Azher, Matthew Moreno, Reinhard Pekrun, Jeffrey Wiseman, Jessica Flake, Susanne Lajoie, Ning-Zi Sun, Gerald M. Fried, Elene Khalil, Jason M. Harley
Background
Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team-based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood.
Aims
To extend the understanding of medical trainees' emotions in the context of team-based medical simulations using a new self-report tool (Situated Emotion Regulation Questionnaire; SERQ).
Sample
Participants were 106 medical trainees participating in team-based simulations. Seventy-one participated in multiple simulations.
Methods
A field-based, mixed-methods methodology was used. Medical trainees self-reported their emotions and perceptions of individual performance, team performance and team mood. Multi-level analyses were used to account for nestedness. Debriefings were qualitatively analysed to provide validity evidence for the SERQ.
Results
Team leaders reported significantly higher levels of shame post-simulation than team members. A variable comprising post-simulation happiness and hopefulness was a significant predictor of perceptions of team performance and team mood. Post-simulation frustration was a significant predictor of perceptions of team mood. Participants' SERQ responses demonstrated alignment or mixed alignment with their debriefing responses.
Conclusion
Using multi-level analyses, our research provides insight into medical trainees' emotions and their effects on perceptions in highly ecologically valid simulation trainings. Future medical education training may use these findings to develop curricula and simulations to induce specific emotions or practice emotion regulation. Additionally, the SERQ demonstrated promising validity evidence and may be a valuable future research and educational tool.
{"title":"Medical trainees' emotions and their effects on perceptions of performance and team mood in team-based simulations","authors":"Keerat Grewal, Sayed Azher, Matthew Moreno, Reinhard Pekrun, Jeffrey Wiseman, Jessica Flake, Susanne Lajoie, Ning-Zi Sun, Gerald M. Fried, Elene Khalil, Jason M. Harley","doi":"10.1111/bjep.70017","DOIUrl":"10.1111/bjep.70017","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team-based simulation training, are not well understood. It is therefore imperative to know which emotions are experienced by medical trainees and the impacts of these emotions on perceptions of performance and team mood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To extend the understanding of medical trainees' emotions in the context of team-based medical simulations using a new self-report tool (Situated Emotion Regulation Questionnaire; SERQ).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Participants were 106 medical trainees participating in team-based simulations. Seventy-one participated in multiple simulations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A field-based, mixed-methods methodology was used. Medical trainees self-reported their emotions and perceptions of individual performance, team performance and team mood. Multi-level analyses were used to account for nestedness. Debriefings were qualitatively analysed to provide validity evidence for the SERQ.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Team leaders reported significantly higher levels of shame post-simulation than team members. A variable comprising post-simulation happiness and hopefulness was a significant predictor of perceptions of team performance and team mood. Post-simulation frustration was a significant predictor of perceptions of team mood. Participants' SERQ responses demonstrated alignment or mixed alignment with their debriefing responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Using multi-level analyses, our research provides insight into medical trainees' emotions and their effects on perceptions in highly ecologically valid simulation trainings. Future medical education training may use these findings to develop curricula and simulations to induce specific emotions or practice emotion regulation. Additionally, the SERQ demonstrated promising validity evidence and may be a valuable future research and educational tool.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"306-336"},"PeriodicalIF":3.6,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879525/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838564","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}
Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education.
Aims
This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines, particularly between STEM and non-STEM subjects.
Sample
The sample included 1734 preservice teachers (22.11 years old on average in the first study year, 69.8% female) from a German university, studying across 21 subjects, categorized into six groups: languages; arts and philosophy; social sciences; physical education; biology, chemistry and computer science and mathematics-intensive subjects.
Methods
FABs were measured annually over four years using a validated scale. Applying latent growth modelling, we examined overall changes and differences in trajectories across subject domains, controlling for gender and prior academic achievement.
Results
FABs changed over time, with five of the six subject groups showing a decline. Mathematics-intensive subjects and physical education exhibited the highest initial FAB levels. While mathematics-intensive subjects showed the steepest decline, FABs in physical education increased. FABs in social sciences and languages remained relatively stable. Gender predicted initial FAB levels but was unrelated to changes over time. Prior achievement did not predict either initial levels or longitudinal changes in FABs.
Conclusions
Teacher education appears to reduce FABs, particularly in STEM fields, yet persistent and increasing FABs in certain disciplines highlight the need for targeted interventions to foster growth-oriented beliefs in preservice teachers.
{"title":"Changing perspectives: The development of preservice teachers' field-specific ability beliefs across academic disciplines","authors":"Katharina Asbury, Bastian Carstensen, Uta Klusmann","doi":"10.1111/bjep.70019","DOIUrl":"10.1111/bjep.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines, particularly between STEM and non-STEM subjects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The sample included 1734 preservice teachers (22.11 years old on average in the first study year, 69.8% female) from a German university, studying across 21 subjects, categorized into six groups: languages; arts and philosophy; social sciences; physical education; biology, chemistry and computer science and mathematics-intensive subjects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>FABs were measured annually over four years using a validated scale. Applying latent growth modelling, we examined overall changes and differences in trajectories across subject domains, controlling for gender and prior academic achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>FABs changed over time, with five of the six subject groups showing a decline. Mathematics-intensive subjects and physical education exhibited the highest initial FAB levels. While mathematics-intensive subjects showed the steepest decline, FABs in physical education increased. FABs in social sciences and languages remained relatively stable. Gender predicted initial FAB levels but was unrelated to changes over time. Prior achievement did not predict either initial levels or longitudinal changes in FABs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teacher education appears to reduce FABs, particularly in STEM fields, yet persistent and increasing FABs in certain disciplines highlight the need for targeted interventions to foster growth-oriented beliefs in preservice teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"337-355"},"PeriodicalIF":3.6,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838563","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}
Traditionally, research in educational psychology had overlooked teachers' motivations and emotions, focusing on students. This has changed markedly in the last 20 years, when recent studies have made rapid strides to study the motivations and emotions of teachers too, as documented in the contributions to this Special Issue. In this concluding article, I discuss four of the included articles focussed on teacher emotions, indicating directions for future research.
Results
The four studies showcase state-of-the-art analyses of teachers' situation-specific state emotions in relation to a range of correlates, incorporating observations and student reports additional to data from teachers across the contexts of Switzerland and Germany, Taiwan, Finland and Austria. They collectively attest to the importance of teachers' emotions in the teaching and learning enterprise. However, some of the studies used small samples or cross-sectional designs, and not all of the findings were consistent.
Future Directions
To inform theory and practice concerning the role of teacher emotions in teaching quality—the goal of this Special Issue—I recommend that we need to build the knowledge base in three key areas. First, which emotions are most influential, for what aspects of teaching quality? Second, by what processes do emotions affect teaching quality (and thereby student outcomes)? Third, how are teacher emotions shaped and how could they be shaped? To this end, it may be helpful for future studies to focus on causal designs, sufficiently powered samples of participants and timepoints, multiple informants, indicators for precise measurement and broadened emic and etic contextual aspects.
{"title":"Mapping the emotional landscape of teaching and learning","authors":"Helen M. G. Watt","doi":"10.1111/bjep.70018","DOIUrl":"10.1111/bjep.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Traditionally, research in educational psychology had overlooked teachers' motivations and emotions, focusing on students. This has changed markedly in the last 20 years, when recent studies have made rapid strides to study the motivations and emotions of teachers too, as documented in the contributions to this Special Issue. In this concluding article, I discuss four of the included articles focussed on teacher emotions, indicating directions for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The four studies showcase state-of-the-art analyses of teachers' situation-specific state emotions in relation to a range of correlates, incorporating observations and student reports additional to data from teachers across the contexts of Switzerland and Germany, Taiwan, Finland and Austria. They collectively attest to the importance of teachers' emotions in the teaching and learning enterprise. However, some of the studies used small samples or cross-sectional designs, and not all of the findings were consistent.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Future Directions</h3>\u0000 \u0000 <p>To inform theory and practice concerning the role of teacher emotions in teaching quality—the goal of this Special Issue—I recommend that we need to build the knowledge base in three key areas. First, <i>which</i> emotions are most influential, for what <i>aspects</i> of teaching quality? Second, by what <i>processes</i> do emotions affect teaching quality (and thereby student outcomes)? Third, how are teacher emotions shaped and how <i>could</i> they be shaped? To this end, it may be helpful for future studies to focus on causal designs, sufficiently powered samples of participants and timepoints, multiple informants, indicators for precise measurement and broadened emic and etic contextual aspects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S212-S219"},"PeriodicalIF":3.6,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800854","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}
Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods.
Aims
This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured.
Methods
Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research.
Results
Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items.
Conclusions
Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.
{"title":"The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review","authors":"Raechel Smart, Dawn Adams, Kate Simpson","doi":"10.1111/bjep.70015","DOIUrl":"10.1111/bjep.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"286-305"},"PeriodicalIF":3.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776784","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}
The rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large language models (LLMs) have been employed to classify teachers' motivational messages, offering novel, less labour-intensive approaches for classification.
Aims
Building on these recent developments, this work presents a comprehensive literature overview exploring the applications, potential, and limitations of using LLMs to classify teachers' motivational messages.
Results
The present comprehensive literature overview indicates that the use of LLMs for classifying teachers' motivational messages is a promising yet still emerging field of research. Recent studies have applied LLMs in innovative ways, drawing on established motivational theories and employing novel classification techniques, such as zero-shot and few-shot prompting or fine-tuning, to classify motivational messages. Open questions remain, particularly concerning the structure, quantity, and quality of annotated material.
Discussion
Whereas recent studies have demonstrated the potential of LLMs to offer scalable and time-efficient alternatives for classifying motivational messages in the classroom, several challenges persist. These include concerns related to the quality and quantity of training data, model generalisability, the ability to capture the complexity of classroom interactions, and biases involved in integrating LLMs as a classification method. This comprehensive literature overview provides practical recommendations for the responsible use of LLMs in educational research and school practice.
{"title":"The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research","authors":"Olivia Metzner, Yindong Wang, Gerard de Melo, Wendy Symes, Yizhen Huang, Rebecca Lazarides","doi":"10.1111/bjep.70013","DOIUrl":"10.1111/bjep.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large language models (LLMs) have been employed to classify teachers' motivational messages, offering novel, less labour-intensive approaches for classification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Building on these recent developments, this work presents a comprehensive literature overview exploring the applications, potential, and limitations of using LLMs to classify teachers' motivational messages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The present comprehensive literature overview indicates that the use of LLMs for classifying teachers' motivational messages is a promising yet still emerging field of research. Recent studies have applied LLMs in innovative ways, drawing on established motivational theories and employing novel classification techniques, such as zero-shot and few-shot prompting or fine-tuning, to classify motivational messages. Open questions remain, particularly concerning the structure, quantity, and quality of annotated material.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Whereas recent studies have demonstrated the potential of LLMs to offer scalable and time-efficient alternatives for classifying motivational messages in the classroom, several challenges persist. These include concerns related to the quality and quantity of training data, model generalisability, the ability to capture the complexity of classroom interactions, and biases involved in integrating LLMs as a classification method. This comprehensive literature overview provides practical recommendations for the responsible use of LLMs in educational research and school practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"14-31"},"PeriodicalIF":3.6,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776875","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}
Mark A. Elliott, Allan McGroarty, David J. Robertson, Hazel P. Anderson
<div> <section> <h3> Background</h3> <p>A volitional help sheet (VHS) is an intervention that promotes the formation of implementation intentions. Research has established that VHSs can change a range of behaviours, including increased attendance at online university lectures. However, research has not yet tested whether VHSs can increase attendance at on-campus lectures. Additionally, no studies have explicitly tested the extent to which memory improvement techniques can increase the efficacy of VHSs, nor have they tested the dependence of VHSs on memory. However, models of memory dictate that rehearsal of specified implementation intentions should boost their efficacy and that their efficacy should depend on memory ability.</p> </section> <section> <h3> Aims</h3> <p>To test whether: (1) a VHS can increase university students' attendance at on-campus lectures; (2) the efficacy of the VHS could be boosted with an encoding facilitation task requiring rehearsal (articulatory and elaborative) of implementation intentions; and (3) memory ability moderates the effects of the VHS on lecture attendance.</p> </section> <section> <h3> Materials and Methods</h3> <p>Students enrolled in an undergraduate Psychology degree programme (<i>N</i> = 252) completed online measures of goal intention to attend lectures and both self-reported and objective memory ability. These students were subsequently randomised to receive a VHS only, a VHS plus encoding facilitation or a control intervention, designed to increase lecture attendance.</p> </section> <section> <h3> Results</h3> <p>Both VHS conditions attended a greater proportion of lectures over the following 11-week teaching semester than did the control condition. There was no difference in lecture attendance rates between the VHS only and VHS plus encoding facilitation conditions. Memory ability did not moderate the effects of the VHS on lecture attendance rates.</p> </section> <section> <h3> Discussion and Conclusion</h3> <p>The VHS was efficacious at increasing on-campus university lecture attendance. There was no evidence that the encoding facilitation task boosted the effects of the VHS or that the efficacy of the VHS was dependant on memory ability. VHSs are likely to constitute useful interventions for increasing university students' attendance at on campus lectures. Further research could usefully test the efficacy of memory improvement techniques and the dependency of VHSs in samples with memory difficultie
{"title":"Using a volitional help sheet to increase university students' attendance at on-campus lectures: A randomized controlled trial","authors":"Mark A. Elliott, Allan McGroarty, David J. Robertson, Hazel P. Anderson","doi":"10.1111/bjep.70014","DOIUrl":"10.1111/bjep.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A volitional help sheet (VHS) is an intervention that promotes the formation of implementation intentions. Research has established that VHSs can change a range of behaviours, including increased attendance at online university lectures. However, research has not yet tested whether VHSs can increase attendance at on-campus lectures. Additionally, no studies have explicitly tested the extent to which memory improvement techniques can increase the efficacy of VHSs, nor have they tested the dependence of VHSs on memory. However, models of memory dictate that rehearsal of specified implementation intentions should boost their efficacy and that their efficacy should depend on memory ability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To test whether: (1) a VHS can increase university students' attendance at on-campus lectures; (2) the efficacy of the VHS could be boosted with an encoding facilitation task requiring rehearsal (articulatory and elaborative) of implementation intentions; and (3) memory ability moderates the effects of the VHS on lecture attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Students enrolled in an undergraduate Psychology degree programme (<i>N</i> = 252) completed online measures of goal intention to attend lectures and both self-reported and objective memory ability. These students were subsequently randomised to receive a VHS only, a VHS plus encoding facilitation or a control intervention, designed to increase lecture attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both VHS conditions attended a greater proportion of lectures over the following 11-week teaching semester than did the control condition. There was no difference in lecture attendance rates between the VHS only and VHS plus encoding facilitation conditions. Memory ability did not moderate the effects of the VHS on lecture attendance rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>The VHS was efficacious at increasing on-campus university lecture attendance. There was no evidence that the encoding facilitation task boosted the effects of the VHS or that the efficacy of the VHS was dependant on memory ability. VHSs are likely to constitute useful interventions for increasing university students' attendance at on campus lectures. Further research could usefully test the efficacy of memory improvement techniques and the dependency of VHSs in samples with memory difficultie","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"270-285"},"PeriodicalIF":3.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879521/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762263","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}
There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population.
Aim
The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation.
Methods
A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach.
Findings
The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy.
Conclusions
The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.
{"title":"Trauma-informed practice for children and young people with intellectual disabilities: A scoping review","authors":"Claire Wilson, Zara P. Brodie, Kirsten Russell","doi":"10.1111/bjep.70011","DOIUrl":"10.1111/bjep.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"207-239"},"PeriodicalIF":3.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755086","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}
<div> <section> <h3> Background</h3> <p>Assessments of academic achievement, job productivity and numerous other sectors place a significant emphasis on non-cognitive abilities. Thus, Chinese parents are increasingly concentrating on their children's non-cognitive abilities. However, factors such as parental educational expectations, careers and cultural practices may significantly influence these non-cognitive abilities in children, yet studies on this topic are scarce.</p> </section> <section> <h3> Aim</h3> <p>This study aims to explore the associations between parental educational expectations, careers and cultural practices in the development of non-cognitive abilities in Chinese middle school students.</p> </section> <section> <h3> Methods</h3> <p>This study uses multilevel regression analysis and data from the China education panel survey (CEPS) to examine how various parental factors relate to the development of non-cognitive abilities.</p> </section> <section> <h3> Results</h3> <p>The findings revealed that in terms of parental educational expectations, for rural parents, the highest level of educational expectations for their child and expectations regarding where their child will live and work in the future contribute to the development of the child's non-cognitive abilities, although the impact of future living and working locations is small. For urban parents, the highest level of educational expectations for their child, parental expectations regarding the type of job they expect their child to have in the future and parental confidence in their child's future also influence these abilities, though such impacts are minor. Furthermore, regarding parental careers, for both rural and urban parents, mother's career, writing desk at home, having some books at home and computer and internet access at home contribute to the development of non-cognitive abilities. However, the influence of the father's career on this development is minimal. Moreover, with respect to parental cultural practices, for both rural and urban parents, factors such as the availability of community facilities, parental participation in extra-curricular or cram school courses, parental care and strictness regarding the child's homework and exams, behaviour at school and methods of resolving parental disagreements, as well as the time parents spend directly with their child, are conducive to fostering non-cognitive abilities. However, the impact of community facilities is relatively minor for rural parents.</p> </section> <section> <h3> Conclusion</h3> <p>The study finds th
{"title":"Exploring the associations between parental educational expectations, careers and cultural practices and the development of non-cognitive abilities in Chinese middle school students","authors":"Babar Nawaz Abbasi, Zhimin Luo, Pingping Zhang","doi":"10.1111/bjep.70012","DOIUrl":"10.1111/bjep.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Assessments of academic achievement, job productivity and numerous other sectors place a significant emphasis on non-cognitive abilities. Thus, Chinese parents are increasingly concentrating on their children's non-cognitive abilities. However, factors such as parental educational expectations, careers and cultural practices may significantly influence these non-cognitive abilities in children, yet studies on this topic are scarce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aims to explore the associations between parental educational expectations, careers and cultural practices in the development of non-cognitive abilities in Chinese middle school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study uses multilevel regression analysis and data from the China education panel survey (CEPS) to examine how various parental factors relate to the development of non-cognitive abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that in terms of parental educational expectations, for rural parents, the highest level of educational expectations for their child and expectations regarding where their child will live and work in the future contribute to the development of the child's non-cognitive abilities, although the impact of future living and working locations is small. For urban parents, the highest level of educational expectations for their child, parental expectations regarding the type of job they expect their child to have in the future and parental confidence in their child's future also influence these abilities, though such impacts are minor. Furthermore, regarding parental careers, for both rural and urban parents, mother's career, writing desk at home, having some books at home and computer and internet access at home contribute to the development of non-cognitive abilities. However, the influence of the father's career on this development is minimal. Moreover, with respect to parental cultural practices, for both rural and urban parents, factors such as the availability of community facilities, parental participation in extra-curricular or cram school courses, parental care and strictness regarding the child's homework and exams, behaviour at school and methods of resolving parental disagreements, as well as the time parents spend directly with their child, are conducive to fostering non-cognitive abilities. However, the impact of community facilities is relatively minor for rural parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study finds th","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"240-269"},"PeriodicalIF":3.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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