British Journal of Educational Psychology最新文献_第5页

How parenting styles affect the development of language skills and reading comprehension in primary school students 父母的教养方式如何影响小学生语言技能和阅读理解能力的发展。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-10-07 DOI: 10.1111/bjep.12718

Liyan Yu, Jing Huang, Phil Duo Liu, Susanna Siu-Sze Yeung, Dan Lin, Him Cheung, Xiuhong Tong

Background and Aims

This study examined how parenting styles influence children's language skills and reading comprehension.

Materials and Methods

Six hundred and eighty-five Chinese-speaking third graders (M_age = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4).

Results

The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses.

Discussion and Conclusion

These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.

背景和目的：本研究探讨了父母的教养方式如何影响儿童的语言技能和阅读理解能力：从八所小学随机招募了六百八十五名讲中文的三年级学生（年龄：9.23 岁，SD：0.66；女生 341 名）。我们在第一波次（即三年级）测量了学生的主要照顾者的教养方式、父母教育程度、家庭收入、移民状况、家中儿童课外书数量和家庭凝聚力。我们还在第二波（即四年级）评估了学生的阅读动机、语言技能（即词汇知识和句法意识）和阅读理解能力：结构方程模型分析表明，教养方式间接影响语言和阅读理解能力的发展，权威型和专制型教养方式对这两种结果的影响不同。具体来说，权威型教养方式与儿童读物的数量呈正相关，而儿童读物的数量又直接或通过阅读动机间接地与儿童的语言技能和阅读理解能力相关。与此相反，专制型养育方式与家庭凝聚力呈负相关，而家庭凝聚力与儿童的阅读动机相关，进而与儿童的语言技能和阅读理解能力相关。多组分析表明，父母移民身份不同，间接途径也略有不同：这些研究结果加深了人们对父母教养方式与儿童语言技能和阅读理解能力之间关系的全面了解，并建议教育工作者和研究人员不要过分强调父母教养方式在儿童学业成绩中的直接作用。

{"title":"How parenting styles affect the development of language skills and reading comprehension in primary school students","authors":"Liyan Yu, Jing Huang, Phil Duo Liu, Susanna Siu-Sze Yeung, Dan Lin, Him Cheung, Xiuhong Tong","doi":"10.1111/bjep.12718","DOIUrl":"10.1111/bjep.12718","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>This study examined how parenting styles influence children's language skills and reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Six hundred and eighty-five Chinese-speaking third graders (<i>M</i><sub>age</sub> = 9.23 years, SD = .66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1245-1270"},"PeriodicalIF":3.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395165","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}

引用次数: 0

Profiles of teachers' emotional labour during COVID-19 and the consequences on mental health: A comparison between online and offline teaching. COVID-19 期间教师情绪劳动的概况及其对心理健康的影响：在线和离线教学的比较。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-10-06 DOI: 10.1111/bjep.12720

Zhuo Chen, Huang Zuo, Zixun Hua, Yuanhuan Feng, Ruixiang Gao

Background: Despite increasing attention on emotional labor in teacher well-being research, person-centered studies are relatively scarce, particularly concerning the emotional labor of online teaching during COVID-19 and its effects on teachers' non-work-related mental health.

Objective: This study aims to address these gaps by examining emotional labor profiles and their consequences on job satisfaction, depression, and anxiety among Chinese teachers involved in either online or offline teaching during October-December 2022.

Methods: Two samples of teachers were analyzed altogether: one engaged in online teaching (N=605) and the other in offline teaching (N=394). Latent profile analysis was used to identify emotional labor profiles based on three strategies: surface acting, deep acting, and expression of naturally felt emotions.

Results: A total of four subgroups of emotional workers were identified: natural expressors, actors, flexible regulators, and authentic regulators. Significant differences were found between online and offline teaching, with a higher proportion of actors and fewer flexible regulators in the online condition, suggesting that the screen acts as a barrier to authentic emotional display. Among the four classes, actors scored lowest on job satisfaction and highest on depression and anxiety, whereas authentic regulators were the most adaptive, especially in online settings.

Conclusions: The findings highlight the impact of online teaching on teachers' emotional labor profiles and mental health, with practical implications for optimizing online teaching environments and supporting teacher well-being.

背景：尽管情感劳动在教师幸福感研究中越来越受到关注，但以人为中心的研究却相对较少，尤其是关于COVID-19期间在线教学的情感劳动及其对教师非工作相关心理健康的影响的研究：本研究旨在通过考察 2022 年 10 月至 12 月期间参与在线或离线教学的中国教师的情感劳动特征及其对工作满意度、抑郁和焦虑的影响来填补这些空白：共分析了两个教师样本：一个从事在线教学（样本数=605），另一个从事离线教学（样本数=394）。采用潜在特征分析法，根据表面行为、深层行为和自然情感表达三种策略识别情绪劳动特征：结果：共识别出四个情感工作者亚群：自然表达者、行动者、灵活调节者和真实调节者。在线教学和离线教学之间存在显著差异，在线教学中演员的比例较高，而灵活调节者的比例较低，这表明屏幕是真实情感表达的障碍。在四个班级中，演员在工作满意度方面得分最低，在抑郁和焦虑方面得分最高，而真实调节者的适应性最强，尤其是在在线环境中：研究结果凸显了在线教学对教师情绪劳动特征和心理健康的影响，对优化在线教学环境和支持教师幸福感具有实际意义。

{"title":"Profiles of teachers' emotional labour during COVID-19 and the consequences on mental health: A comparison between online and offline teaching.","authors":"Zhuo Chen, Huang Zuo, Zixun Hua, Yuanhuan Feng, Ruixiang Gao","doi":"10.1111/bjep.12720","DOIUrl":"https://doi.org/10.1111/bjep.12720","url":null,"abstract":"<p><strong>Background: </strong>Despite increasing attention on emotional labor in teacher well-being research, person-centered studies are relatively scarce, particularly concerning the emotional labor of online teaching during COVID-19 and its effects on teachers' non-work-related mental health.</p><p><strong>Objective: </strong>This study aims to address these gaps by examining emotional labor profiles and their consequences on job satisfaction, depression, and anxiety among Chinese teachers involved in either online or offline teaching during October-December 2022.</p><p><strong>Methods: </strong>Two samples of teachers were analyzed altogether: one engaged in online teaching (N=605) and the other in offline teaching (N=394). Latent profile analysis was used to identify emotional labor profiles based on three strategies: surface acting, deep acting, and expression of naturally felt emotions.</p><p><strong>Results: </strong>A total of four subgroups of emotional workers were identified: natural expressors, actors, flexible regulators, and authentic regulators. Significant differences were found between online and offline teaching, with a higher proportion of actors and fewer flexible regulators in the online condition, suggesting that the screen acts as a barrier to authentic emotional display. Among the four classes, actors scored lowest on job satisfaction and highest on depression and anxiety, whereas authentic regulators were the most adaptive, especially in online settings.</p><p><strong>Conclusions: </strong>The findings highlight the impact of online teaching on teachers' emotional labor profiles and mental health, with practical implications for optimizing online teaching environments and supporting teacher well-being.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382352","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}

引用次数: 0

The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities. 特殊教育需求和社会经济地位对教师和家长对学生认知能力判断的影响。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-10-03 DOI: 10.1111/bjep.12719

Kim Smeets, Ellen Rohaan, Sanne van der Ven, Anouke Bakx

Background: Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy.

Aims: The present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES.

Sample: The sample consisted of 1073 primary school pupils from grades 4-6 from 77 classes in 16 schools, and their teachers and parents.

Methods: Teachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT-3, a cognitive ability test.

Results: Multilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers.

Conclusions: Overall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness.

背景：教师和家长对学生认知能力的判断影响着学生的日常学习机会和经历，因为这些判断影响着教师和家长提供的教材和教学的难度。因此，随着时间的推移，这些判断在很大程度上决定了教育的成败。目的：本研究旨在调查小学生的认知能力与教师和家长对这些能力的判断之间的关系，以及这些判断与特殊教育需要、资优和社会经济地位有关的潜在偏差：样本包括 16 所学校 77 个班级的 1073 名 4-6 年级小学生及其教师和家长：教师和家长对学生的认知能力进行评分。学生完成了认知能力测试 COVAT-3：多层次分析表明，家长的评判明显高于教师的评判，但两位信息提供者的评判与认知能力得分的关系同样密切。在对学生的认知能力评估进行控制后，结果发现了一些小的判断偏差：对有特殊教育需要的学生的判断偏差为负，对有天赋的学生的判断偏差为正，最后对高社会经济地位的学生的判断偏差为正，但只有教师的判断偏差为正：总之，研究结果表明，教师和家长能够适度判断学生的能力，但他们也存在与特殊教育需要、资优和社会经济地位有关的判断偏差。由于这些偏见会影响学生的机会，因此提高教师和家长的认识非常重要。

{"title":"The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities.","authors":"Kim Smeets, Ellen Rohaan, Sanne van der Ven, Anouke Bakx","doi":"10.1111/bjep.12719","DOIUrl":"https://doi.org/10.1111/bjep.12719","url":null,"abstract":"<p><strong>Background: </strong>Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy.</p><p><strong>Aims: </strong>The present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES.</p><p><strong>Sample: </strong>The sample consisted of 1073 primary school pupils from grades 4-6 from 77 classes in 16 schools, and their teachers and parents.</p><p><strong>Methods: </strong>Teachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT-3, a cognitive ability test.</p><p><strong>Results: </strong>Multilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers.</p><p><strong>Conclusions: </strong>Overall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373489","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}

引用次数: 0

Feeling better now? Being defended diminishes daily mood problems and self-blame in victims of bullying 现在感觉好些了吗？被保护能减轻受欺凌者的日常情绪问题和自责。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-26 DOI: 10.1111/bjep.12717

Lydia Laninga-Wijnen, J. Loes Pouwels, Matteo Giletta, Christina Salmivalli

Background

School bullying is a group phenomenon in which being defended by peer bystanders may buffer against the development of psychological problems in victims.

Aims

This registered report examines whether being defended diminished victims' daily mood problems and self-blame, both from a within- and between-person perspective.

Materials and Methods

Daily diary data were collected from n = 1669 Finnish 7th–9th grade students (M age = 14.45; 55.5% girl) across 3 weeks. In n = 1329 out of 12,366 assessments (10.7%), students indicated that schoolmates victimized them on the day of bullying.

Results

Multi-level regression analyses indicated that students reported lower depressed mood, greater positive mood and lower self-blame on days that they were victimized and defended as compared to days when they were victimized but non-defended. Effect sizes were medium for depressed mood and small for positive mood and self-blame. Repeated victims (n = 144) were less likely to blame themselves for victimization on days they were defended, which, in turn, diminished feelings of humiliation (mediation).

Discussion

Our findings indicate that being defended benefits victims of bullying by mitigating mood problems, both directly and indirectly via diminished self-blame.

Conclusion

Anti-bullying programmes that encourage peer defending have the potential to improve victims' psychological adjustment, even on a daily basis.

背景：校园欺凌是一种群体现象：目的：这篇注册报告从人与人之间和人与人之间的角度研究了被保护是否会减少受害者的日常情绪问题和自责：收集了1669名芬兰7-9年级学生（平均年龄14.45岁，女生占55.5%）的每日日记数据，历时3周。在12,366份评估中，有n = 1329份（10.7%）的学生表示在发生欺凌的当天有同学伤害了他们：多层次回归分析表明，与受到伤害但未受到伤害的日子相比，在受到伤害并进行了防卫的日子里，学生的抑郁情绪较低，积极情绪较高，自责情绪较低。抑郁情绪的效应大小为中等，积极情绪和自责情绪的效应大小为小。重复受害者（n = 144）在被保护的日子里，不太可能因受害而自责，这反过来又会减少羞辱感（调解）：讨论：我们的研究结果表明，被保护能直接或间接地减轻欺凌受害者的情绪问题，从而使他们受益：结论：鼓励同伴维护的反欺凌计划有可能改善受害者的心理适应，甚至是日常的心理适应。

{"title":"Feeling better now? Being defended diminishes daily mood problems and self-blame in victims of bullying","authors":"Lydia Laninga-Wijnen, J. Loes Pouwels, Matteo Giletta, Christina Salmivalli","doi":"10.1111/bjep.12717","DOIUrl":"10.1111/bjep.12717","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School bullying is a group phenomenon in which being defended by peer bystanders may buffer against the development of psychological problems in victims.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This registered report examines whether being defended diminished victims' daily mood problems and self-blame, both from a within- and between-person perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Daily diary data were collected from <i>n</i> = 1669 Finnish 7th–9th grade students (M age = 14.45; 55.5% girl) across 3 weeks. In <i>n</i> = 1329 out of 12,366 assessments (10.7%), students indicated that schoolmates victimized them on the day of bullying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Multi-level regression analyses indicated that students reported lower depressed mood, greater positive mood and lower self-blame on days that they were victimized and defended as compared to days when they were victimized but non-defended. Effect sizes were medium for depressed mood and small for positive mood and self-blame. Repeated victims (<i>n</i> = 144) were less likely to blame themselves for victimization on days they were defended, which, in turn, diminished feelings of humiliation (mediation).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Our findings indicate that being defended benefits victims of bullying by mitigating mood problems, both directly and indirectly via diminished self-blame.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Anti-bullying programmes that encourage peer defending have the potential to improve victims' psychological adjustment, even on a daily basis.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1294-1322"},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142332134","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

Learning from errors and failure in educational contexts: New insights and future directions for research and practice 在教育环境中从错误和失败中学习：研究与实践的新见解和未来方向。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-24 DOI: 10.1111/bjep.12716

Susanne Narciss, Ecenaz Alemdag

Background and Aims

Although errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educational contexts. In this commentary, we synthesize the findings of these papers with previous work, address conceptual and methodological challenges based on these papers and their implications, and provide suggestions to enhance educational practices.

Results

The special issue papers varying in regard to research design, subject domain, participants, and learning setting presented findings about four main themes: (1) contextual factors (e.g. organization and error climate) as an enabler and barrier, (2) individual factors (e.g. motivational beliefs and emotions) in learners' processing of errors, (3) error- or failure-related learning processes, and (4) instructional strategies (e.g. feedback and prompts) to support learning from errors. Critical evaluation of these papers also revealed conceptual (e.g. error vs. failure) and methodological (e.g. generic vs. error-specific measures and instruments) challenges, which also paved the way for directions for future research.

Conclusion

Overall, 11 papers in this special issue provide significant empirical evidence about learning from errors and failure in educational contexts. Synthesizing the findings of both these papers and prior research, we also present suggestions to construct an educational environment conducive to learning from errors.

背景和目的：虽然错误和失败是学习过程中不可或缺的部分，但目前的理论模型和实证研究仍不足以提供一个全面的视角，来考虑不同主体、环境和支持机制的作用，从错误中学习。针对这些文献空白，本特刊收集了 11 篇与教育背景下从错误和失败中学习相关的研究论文。在这篇评论中，我们将这些论文的研究结果与之前的工作进行了综合，探讨了基于这些论文的概念和方法上的挑战及其影响，并提出了加强教育实践的建议：特刊论文在研究设计、主题领域、参与者和学习环境等方面各不相同，介绍了有关四个主题的发现：(1) 作为促进因素和障碍的环境因素（如组织和错误氛围），(2) 学习者处理错误过程中的个人因素（如动机信念和情绪），(3) 与错误或失败相关的学习过程，以及 (4) 支持从错误中学习的教学策略（如反馈和提示）。对这些论文的批判性评价还揭示了概念（如错误与失败）和方法（如通用与针对错误的测量方法和工具）方面的挑战，这也为今后的研究方向铺平了道路：总体而言，本特刊中的 11 篇论文提供了有关在教育背景下从错误和失败中学习的重要经验证据。综合这些论文和以往研究的结论，我们还提出了构建有利于从错误中学习的教育环境的建议。

{"title":"Learning from errors and failure in educational contexts: New insights and future directions for research and practice","authors":"Susanne Narciss, Ecenaz Alemdag","doi":"10.1111/bjep.12716","DOIUrl":"10.1111/bjep.12716","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Although errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educational contexts. In this commentary, we synthesize the findings of these papers with previous work, address conceptual and methodological challenges based on these papers and their implications, and provide suggestions to enhance educational practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The special issue papers varying in regard to research design, subject domain, participants, and learning setting presented findings about four main themes: (1) contextual factors (e.g. organization and error climate) as an enabler and barrier, (2) individual factors (e.g. motivational beliefs and emotions) in learners' processing of errors, (3) error- or failure-related learning processes, and (4) instructional strategies (e.g. feedback and prompts) to support learning from errors. Critical evaluation of these papers also revealed conceptual (e.g. error vs. failure) and methodological (e.g. generic vs. error-specific measures and instruments) challenges, which also paved the way for directions for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, 11 papers in this special issue provide significant empirical evidence about learning from errors and failure in educational contexts. Synthesizing the findings of both these papers and prior research, we also present suggestions to construct an educational environment conducive to learning from errors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"197-218"},"PeriodicalIF":3.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142332135","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

A machine-learning model of academic resilience in the times of the COVID-19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study COVID-19 大流行时期的学术适应力机器学习模型：PISA 2022 数学研究中 79 个国家/经济体的证据。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-22 DOI: 10.1111/bjep.12715

Kwok-cheung Cheung, Pou-seong Sit, Jia-qi Zheng, Chi-chio Lam, Soi-kei Mak, Man-kai Ieong

Background

Given that students from socio-economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio-economic status and academic performance.

Aims

This study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID-19.

Materials and Methods

Based on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature.

Results

Findings indicated that 35 features were identified in the classification of academically resilient and non-academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self-efficacy, low levels of truancy and positive future aspirations.

Discussion

This study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology.

Conclusion

To sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID-19 pandemic.

背景：目的：本研究试图结合机器学习和可解释人工智能（XAI）技术，识别COVID-19期间数学学习中的学业韧性的关键特征：基于PISA 2022中79个国家/经济体的数据，随机森林模型与夏普利加法解释（SHAP）值技术相结合，不仅发现了学业适应力的关键特征，还研究了每个关键特征的贡献：研究结果表明，在学业适应力强的学生和非学业适应力强的学生的分类中发现了 35 个特征，这在很大程度上验证了之前的学业适应力框架。值得注意的是，一些关键特征的分布存在性别差异。研究结果还表明，抗挫力强的学生往往具有稳定的情绪状态、较高的自我效能感、较低的逃学率和积极的未来抱负：本研究建立了一种方法论性质的研究范式，在教育心理学领域架起了心理学理论与大数据之间的桥梁：总之，我们的研究从全球视角揭示了 COVID-19 大流行时期的教育公平与质量问题。

{"title":"A machine-learning model of academic resilience in the times of the COVID-19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study","authors":"Kwok-cheung Cheung, Pou-seong Sit, Jia-qi Zheng, Chi-chio Lam, Soi-kei Mak, Man-kai Ieong","doi":"10.1111/bjep.12715","DOIUrl":"10.1111/bjep.12715","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given that students from socio-economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio-economic status and academic performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Based on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings indicated that 35 features were identified in the classification of academically resilient and non-academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self-efficacy, low levels of truancy and positive future aspirations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>To sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID-19 pandemic.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1224-1244"},"PeriodicalIF":3.1,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142300470","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}

引用次数: 0

Attitudes towards statistics and statistical performance: A mediation model of statistics anxiety and academic procrastination 统计态度与统计成绩：统计焦虑与学术拖延的中介模型

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-12 DOI: 10.1111/bjep.12714

Lindsy E. Lethbridge, Alex D. Marshall, Michael Jauch

Background

Students often harbour negative attitudes towards research methods and statistics courses, and such attitudes may be associated with harmful cognitive and behavioural responses. Research on these effects has been restricted to the investigation of direct links between attitudes towards statistics, statistics anxiety, academic procrastination, and course performance.

Aims

This study sought to examine the interconnected impact of attitudes towards statistics, statistics anxiety, and procrastination, on course performance in a cohesive model. It was predicted that attitudes towards statistics would indirectly affect statistical performance via statistics anxiety and procrastination in a sequential manner.

Sample

The sample comprised 171 undergraduate psychology students from Australian universities.

Methods

An online questionnaire collected information on participant demographics, attitudes towards statistics, statistics anxiety, procrastinatory behaviours, and performance in participants most recently completed statistics course. Data were collected cross-sectionally. All responses were anonymous.

Results

A sequential mediation analysis revealed a significant indirect effect of statistics anxiety and procrastination, controlling for age and gender. The results showed that more negative attitudes towards statistics are associated with greater statistics anxiety, which is in turn associated with greater procrastination, and finally with lower statistical performance.

Conclusions

It was concluded that students who view their statistics courses as a threatening experience may fail to see value in their statistical education, which is associated with heightened statistics anxiety, increased avoidance of course-related activities, and in turn poorer course performance. Practical implications of the findings are also discussed.

背景学生通常对研究方法和统计课程持消极态度，而这种态度可能与有害的认知和行为反应有关。有关这些影响的研究仅限于调查对统计的态度、统计焦虑、学术拖延和课程成绩之间的直接联系。研究预测，对统计学的态度会通过统计焦虑和拖延行为间接影响统计成绩。方法在线问卷调查收集了参与者的人口统计数据、对统计学的态度、统计焦虑、拖延行为以及最近完成的统计学课程的成绩等信息。数据是横向收集的。结果顺序中介分析表明，在控制年龄和性别的情况下，统计焦虑和拖延有显著的间接影响。结果表明，对统计持更消极态度的人与更严重的统计焦虑有关，而统计焦虑又与更严重的拖延有关，最后与更低的统计成绩有关。结论认为，将统计课程视为一种威胁的学生可能看不到统计教育的价值，这与统计焦虑加重、对课程相关活动的回避增加有关，进而与更低的课程成绩有关。本文还讨论了研究结果的实际意义。

{"title":"Attitudes towards statistics and statistical performance: A mediation model of statistics anxiety and academic procrastination","authors":"Lindsy E. Lethbridge, Alex D. Marshall, Michael Jauch","doi":"10.1111/bjep.12714","DOIUrl":"10.1111/bjep.12714","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students often harbour negative attitudes towards research methods and statistics courses, and such attitudes may be associated with harmful cognitive and behavioural responses. Research on these effects has been restricted to the investigation of direct links between attitudes towards statistics, statistics anxiety, academic procrastination, and course performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study sought to examine the interconnected impact of attitudes towards statistics, statistics anxiety, and procrastination, on course performance in a cohesive model. It was predicted that attitudes towards statistics would indirectly affect statistical performance via statistics anxiety and procrastination in a sequential manner.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The sample comprised 171 undergraduate psychology students from Australian universities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An online questionnaire collected information on participant demographics, attitudes towards statistics, statistics anxiety, procrastinatory behaviours, and performance in participants most recently completed statistics course. Data were collected cross-sectionally. All responses were anonymous.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A sequential mediation analysis revealed a significant indirect effect of statistics anxiety and procrastination, controlling for age and gender. The results showed that more negative attitudes towards statistics are associated with greater statistics anxiety, which is in turn associated with greater procrastination, and finally with lower statistical performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It was concluded that students who view their statistics courses as a threatening experience may fail to see value in their statistical education, which is associated with heightened statistics anxiety, increased avoidance of course-related activities, and in turn poorer course performance. Practical implications of the findings are also discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1208-1223"},"PeriodicalIF":3.1,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248797","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

Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation 只是时间问题吗？利用日志数据评估大学生备考中的时间动机理论。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-09-03 DOI: 10.1111/bjep.12712

Marc Philipp Janson, Theresa Wenker, Lisa Bäulke

Background

While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner.

Aims

Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour.

Materials & Methods

We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system.

Results

The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly.

Discussion

Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association.

Conclusion

The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.

背景：以往的研究强调个人信念（期望值理论）对成就动机行为的重要性，但缺乏对时间因素的整合，而时间因素也被认为是成就动机行为的重要驱动因素。时间动机理论（TMT）以一种正式的方式将这两种方法结合在了一起。目的：尽管时间动机理论得到了有关自我报告的学术拖延的实证研究的支持，但它尚未在实际的成就动机行为中得到检验：我们使用一个电子学习系统的日志文件数据，评估了TMT对127名心理学学生在一个学期内自我调节的统计学备考的N = 2351个学习日的预测能力：结果：所提出的TMT得分，包括期望和价值信念、对延迟的敏感度和到考试的实际时间，都能显著预测学生的成就动机行为：讨论：进一步的分析表明，导致这种关联的主要因素不是 TMT 的特质构成，而是统计考试的时间临近程度：这些结果对于理解在实际学习情境中形成学生学习动机和随后学业成功的因素具有重要意义。因此，研究应继续考虑情境因素，尤其是目标的时间接近性。

{"title":"Only a matter of time? Using logfile data to evaluate temporal motivation theory in university students' examination preparation","authors":"Marc Philipp Janson, Theresa Wenker, Lisa Bäulke","doi":"10.1111/bjep.12712","DOIUrl":"10.1111/bjep.12712","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While previous research has emphasized the importance of personal beliefs (expectancy-value theories) for achievement-motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement-motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Although TMT is supported by empirical studies with self-reported academic procrastination, it has not been tested on actual achievement-motivated behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials & Methods</h3>\u0000 \u0000 <p>We evaluated the predictive power of the TMT on <i>N</i> = 2351 learning days of 127 psychology students' self-regulated examination preparation for statistics over the course of one semester using logfile data of an e-learning system.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement-motivated behaviour significantly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1192-1207"},"PeriodicalIF":3.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127275","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

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children 多元文化课堂的复原力：学校关系可以保护移民、难民和非移民儿童适应学校生活。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-08-21 DOI: 10.1111/bjep.12713

Francesca Ialuna, Sauro Civitillo, Nele McElvany, Birgit Leyendecker, Philipp Jugert

Background

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency).

Aims

We investigated the moderating roles of teacher–child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children.

Sample

We recruited n = 278 fourth grade children (M_age = 10.47, SD_age = .55, 53.24% female; 37% first-generation immigrant and refugee children).

Methods

Questionnaires assessed children's reported teacher–child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses.

Results

Teacher–child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness.

Conclusions

Teacher–child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

背景：根据风险和复原力的观点，保护性因素可以减轻风险和挑战对儿童适应能力的影响。对于移民和难民儿童来说，新环境中的支持性关系尤其有益。目的：我们研究了师生关系和同伴关系质量对第一代移民儿童、难民儿童和非移民儿童的德语水平与学校适应性（即学校成绩和归属感）之间关系的调节作用：我们招募了 n = 278 名四年级儿童（Mage = 10.47，SDage = .55，53.24% 为女性；37% 为第一代移民和难民儿童）：方法：问卷调查评估了儿童报告的师生关系和同伴关系质量以及学校归属感。一项词汇测试测量了儿童的德语水平。学校成绩通过平均学分绩点（GPA）和阅读理解测试进行评估。为了研究我们的假设，我们进行了路径分析：结果：在所有儿童中，教师与儿童的关系减轻了德语水平对儿童阅读理解能力的影响；在移民和难民儿童中，教师与儿童的关系减轻了德语水平对平均学分绩点的影响。同伴关系缓冲了德语水平对学校归属感的负面影响：师生关系和同伴关系的质量对第一代移民和难民儿童以及非移民儿童的学校适应都有好处。

{"title":"Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children","authors":"Francesca Ialuna, Sauro Civitillo, Nele McElvany, Birgit Leyendecker, Philipp Jugert","doi":"10.1111/bjep.12713","DOIUrl":"10.1111/bjep.12713","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We investigated the moderating roles of teacher–child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>We recruited <i>n</i> = 278 fourth grade children (<i>M</i><sub>age</sub> = 10.47, <i>SD</i><sub>age</sub> = .55, 53.24% female; 37% first-generation immigrant and refugee children).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Questionnaires assessed children's reported teacher–child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Teacher–child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teacher–child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1271-1293"},"PeriodicalIF":3.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019499","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

The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children 工作记忆训练对学龄前儿童工作记忆、自我调节和类比推理的影响。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-08-06 DOI: 10.1111/bjep.12709

David Tzuriel, Tammy Weiss, Gaby Kashy-Rosenbaum

<div> <section> <h3> Background and Aims</h3> <p>This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components.</p> </section> <section> <h3> Sample</h3> <p>A group of typically developed preschool children (<i>n</i> = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (<i>n</i> = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP.</p> </section> <section> <h3> Methods</h3> <p>All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time.</p> </section> <section> <h3> Results</h3> <p>We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking.</p> </section> <section> <h3> Conclusion</h3> <p>The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as muc

背景和目的：本研究探讨了工作记忆训练（WMT）对WM和流体智力的影响。研究提出了一个新颖的中介学习、认知功能、任务特征和元认知四管齐下的模型，作为工作记忆程序可修改性（MWMP）的概念基础。我们的基本假设是，工作记忆能力的提高取决于四个组成部分的同步组合：一组发育典型的学龄前儿童（n = 62）参加了实验组，接受了 MWMP。他们与参加替代项目的对照组（n = 56）学龄前儿童进行了比较。通过比较，我们可以发现 MWMP 的具体效果：所有参与者在干预前后都接受了WM、自我调节和类比推理测试。实验组儿童每周接受 10 次 MWMP 训练，每次 40 分钟，每两名儿童一组。对照组的儿童则在相同的时间内参加学校为幼儿园儿童安排的常规教学活动：我们使用方差分析比较了治疗 x 时间与年龄和社会经济地位的关系。结果表明，与对照组相比，实验组儿童在某些智力测验和自我调节测试中取得了更大的进步。然而，在类比思维方面没有观察到明显的迁移效应：结论：研究结果证实了非计算机化 WMT 在幼儿园儿童中的有效性，并支持我们的四管齐下理论模型。我们还讨论了之前关于远迁移效应的研究结果和教育意义。我们建议未来的 WM 研究采取以下措施：(1)开发以理论为基础的训练方法；(2)训练程序不应严重依赖计算机化练习，而应根据群体特点、教育环境和成本效益等方面进行调整；(3)改变任务特点和训练策略以激发任务内在动机；(4)确定训练策略以改善WM的认知基础；(5)干预措施应尽可能针对早期发展的个体；(6)开发有助于激发动机的训练程序；以及(7)提供WM训练远迁移效应的实证证据。经验证据应将 WM 能力的提高与学业和其他生活领域的成就联系起来。

{"title":"The effects of working memory training on working memory, self-regulation, and analogical reasoning of preschool children","authors":"David Tzuriel, Tammy Weiss, Gaby Kashy-Rosenbaum","doi":"10.1111/bjep.12709","DOIUrl":"10.1111/bjep.12709","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A group of typically developed preschool children (<i>n</i> = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (<i>n</i> = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as muc","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"94 4","pages":"1132-1160"},"PeriodicalIF":3.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898872","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