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

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

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

Background

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

Aims

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

Sample

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

The effectiveness of a principle-based professional development programme in promoting teachers' high-level talk in primary mathematics classrooms 以原则为本的专业发展计划在促进小学数学课堂教师高水平谈话方面的成效。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-16 DOI: 10.1111/bjep.70020

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.

前言：本研究旨在探讨以原则为基础的专业发展计划是否能有效促进小学数学课堂教师的谈话。该计划旨在实施问责谈话（AT），整合三个设计原则：(a)结合真实的课堂情节，以及个人和集体反思；(b)长期期限；（三）视频讨论。方法：我们分析了8名不同年龄、资历和学术背景的教师在项目前、项目中和项目结束三个时间点的课堂谈话，从宏观和微观两个层面关注教师的at质量。宏观分析关注教师话语的整体评分，微观分析考察教师具体的AT动作。这使我们能够评估教师如何操作AT动作来提高讨论水平和促进学生的学习。结果：宏观水平的平均评分和微观水平的谈话移动率都证明了教师的AT质量随着时间的推移而全面提高。然而，这种改善似乎主要针对年龄较大、受过专业数学教育的更资深的教师。宏观分析显示，教师对学习者群体的责任感显著提高，教师维持的认知需求水平与教师AT的整体质量之间存在强烈的正相关关系。微观分析显示，教师对学习者群体和数学知识和推理的问责都有显著改善。结论：随着时间的推移，除了教师谈话质量的整体提高之外，微观和宏观分析揭示了差异，这可能归因于方法论工具的敏感性，也可能归因于教师实践变化的性质。

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引用次数: 0

Social media interference among college students: The role of social achievement goals and fear of missing out 社会媒体对大学生的干扰：社会成就目标与错失恐惧的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-14 DOI: 10.1111/bjep.70016

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.

背景：社交媒体已经成为大学生日常生活中不可或缺的一部分。然而，越来越多的人担心，使用社交媒体可能会引发错失恐惧症（FoMO），可能导致学生忽视学业、社交和身体领域的日常责任和惯例，这种现象被称为社交媒体干扰。目的：本研究旨在探讨在线社交成就目标如何有助于理解FoMO与社交媒体干扰之间的有害联系。样本：在美国中西部一所大学就读教育心理学或教育相关课程的366名学生自愿参与本研究，其中欧洲裔美国人占79.8%，女性占77.0%。方法：开发了一种新的评估社交媒体干扰的方法，强调社交媒体使用引起的功能损害。通过通径分析检验社会成就目标预测社交媒体干扰的中介模型，其中FoMO起中介作用。结果：社会发展目标对轻度干扰有缓解作用，而社会示范-接近目标和社会示范-回避目标通过增强的FoMO对轻度和重度干扰均有影响。此外，社会示范方法目标与严重干扰有直接联系。控制在社交媒体上花费的时间，结果表明，即使上网时间相当，具有不同社会成就目标的个体也可能经历不同程度的干扰。结论：目前的研究结果强调了阻止社会示范目标和促进目标在社交媒体上建立真实联系和培养有意义的关系的重要性。

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引用次数: 0

Medical trainees' emotions and their effects on perceptions of performance and team mood in team-based simulations 基于团队模拟的医学实习生情绪及其对绩效感知和团队情绪的影响

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-13 DOI: 10.1111/bjep.70017

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.

背景：情绪影响学习情境中的表现；然而，在高度生态有效的环境中，如基于团队的模拟训练，它们对医学实习生表现的影响尚未得到很好的理解。因此，有必要了解哪些情绪经历了医疗学员和这些情绪对绩效和团队情绪的感知的影响。目的：利用一种新的自我报告工具（情境情绪调节问卷），扩大对团队医学模拟情境下医学实习生情绪的理解；SERQ)。样本：参与者为106名参加团队模拟的医学实习生。71人参加了多次模拟。方法：采用基于现场的混合方法。医疗学员自我报告了他们对个人表现、团队表现和团队情绪的情绪和看法。多级分析用于解释巢性。对简报进行定性分析，为SERQ提供有效性证据。结果：团队领导在模拟后的羞耻感水平明显高于团队成员。一个包含模拟后快乐和希望的变量是团队绩效和团队情绪感知的重要预测因子。模拟后的挫败感是团队情绪感知的重要预测因子。参与者的SERQ反应与他们的汇报反应表现出一致或混合一致。结论：通过多层次分析，我们的研究揭示了在高度生态有效的模拟训练中，医学学员的情绪及其对感知的影响。未来的医学教育培训可以利用这些发现来开发课程和模拟，以诱导特定的情绪或练习情绪调节。此外，SERQ显示了有希望的有效性证据，可能是一个有价值的未来研究和教育工具。

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引用次数: 0

Changing perspectives: The development of preservice teachers' field-specific ability beliefs across academic disciplines 变化的视角：职前教师跨学科特定领域能力信念的发展。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-13 DOI: 10.1111/bjep.70019

Katharina Asbury, Bastian Carstensen, Uta Klusmann

Background

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.

背景：特定领域能力信念（FABs）反映了一种观点，即学术领域的成功取决于天生的、不可教的能力。这些信念影响教学实践和学生的动机。然而，在教师教育过程中，他们的纵向发展情况却鲜为人知。目的：本研究考察了fab在大学教师教育过程中是如何演变的，以及各个学科（尤其是STEM和非STEM学科）的纵向轨迹是否存在差异。样本：样本包括来自德国一所大学的1734名职前教师（第一学年平均年龄22.11岁，69.8%为女性），研究了21门学科，分为6组：语言；艺术与哲学；社会科学;体育教育;生物、化学、计算机科学和数学等密集学科。方法：在四年的时间里，使用经过验证的量表每年测量一次fab。应用潜在增长模型，我们检查了不同学科领域的总体变化和轨迹差异，控制了性别和先前的学术成就。结果：fab随着时间的推移而改变，六个被试组中有五个表现出下降。数学密集学科和体育的初始FAB水平最高。虽然数学密集科目的成绩下降幅度最大，但体育科目的成绩却有所上升。社会科学和语文的fab保持相对稳定。性别预测了初始FAB水平，但与时间变化无关。先前的成就不能预测fab的初始水平或纵向变化。结论：教师教育似乎减少了fab，特别是在STEM领域，然而在某些学科中持续增加的fab突出了有针对性干预的必要性，以培养职前教师以成长为导向的信念。

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引用次数: 0

Mapping the emotional landscape of teaching and learning 绘制教与学的情感图景。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-07 DOI: 10.1111/bjep.70018

Helen M. G. Watt

Background and Aims

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.

背景与目的：传统的教育心理学研究忽视了教师的动机和情感，关注的是学生。在过去的20年里，这种情况发生了显著的变化，最近的研究在研究教师的动机和情绪方面也取得了迅速的进展，这一点在本期特刊的文章中有所记载。在这篇结束语中，我讨论了四篇关于教师情绪的文章，指出了未来研究的方向。结果：这四项研究展示了与一系列相关因素相关的教师情境特定状态情绪的最新分析，结合了观察和学生报告以及来自瑞士、德国、台湾、芬兰和奥地利等地教师的数据。他们共同证明了教师情感在教与学事业中的重要性。然而，一些研究使用了小样本或横断面设计，并不是所有的研究结果都是一致的。未来的发展方向：为了将教师情绪在教学质量中的作用告知理论和实践——这是本期特刊的目标——我建议我们需要在三个关键领域建立知识库。首先，哪些情绪对教学质量的影响最大？第二，情绪通过什么过程影响教学质量（进而影响学生成绩）？第三，教师情感是如何形成的，又是如何形成的？为此，今后的研究应侧重于因果设计、参与者和时间点的足够有力的样本、多个信息提供者、精确测量的指标以及更广泛的主题和逻辑背景方面。

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引用次数: 0

The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review 近十年发表的自闭症学生教育成果研究的对象、方式和内容：系统的定量文献综述。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-04 DOI: 10.1111/bjep.70015

Raechel Smart, Dawn Adams, Kate Simpson

Background

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.

背景：对自闭症学生的教育成果研究在过去十年中迅速扩大，报告了不同的结果。这种可变性可能部分归因于参与者和方法的差异。目的：本综述检查了十年来以自闭症为重点的定量研究，并确定了谁和什么教育成果研究报告，以及如何衡量结果。方法：按照PRISMA指南，使用预定义关键词检索ERIC、Scopus、PsycINFO和PubMed，并于2023年10月更新。采用系统的定量文献综述方法，纳入了2012-2023年发表的112篇期刊文章、论文和报告，这些文章、论文和报告定量调查了自闭症学生的学业、学科或上学情况。偏倚风险评估采用加强流行病学观察性研究报告检查表。描述性统计对纳入的研究进行了总结。结果：包括226,314名参与者报告的项目。大多数（76%）审查学业成绩，很少审查纪律或出勤成绩。研究主要在北美进行。同时发生的疾病和不同性别表现的报告是有限的。很少报告种族和社会经济地位。学术成果项目的报告质量高于学科或出勤项目。结论：研究结果突出了自闭症学校学生教育成果的文献报道的差距，限制了研究结果对教育工作者和研究人员的实际效用。未来需要对纪律和出勤结果进行研究。需要全面报告人口统计数据，包括共同发生的疾病、非二元性别、种族和民族，以支持交叉分析，并提高自闭症和自闭症社区研究结果的实用性。

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引用次数: 0

The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research 大型语言模型在教师动机信息自动分类中的潜力与局限。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-03 DOI: 10.1111/bjep.70013

Olivia Metzner, Yindong Wang, Gerard de Melo, Wendy Symes, Yizhen Huang, Rebecca Lazarides

Introduction

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.

导读：人工智能（AI）的快速发展为教育研究创造了新的机会，特别是在有效分析课堂内复杂的社会互动方面。一个有前景的领域涉及教师激励信息的分类。传统上，这种评估依赖于自我报告和观察员评价，这需要大量的工作人员和时间资源。最近，大型语言模型（llm）被用于对教师的激励信息进行分类，提供了新颖的、劳动强度较低的分类方法。目的：在这些最新发展的基础上，这项工作提出了一个全面的文献综述，探讨了使用法学硕士对教师动机信息进行分类的应用、潜力和局限性。结果：目前的综合文献综述表明，使用法学硕士对教师动机信息进行分类是一个有前景但仍处于新兴的研究领域。最近的研究以创新的方式应用法学硕士，借鉴已建立的激励理论，并采用新的分类技术，如零射和少射提示或微调，对激励信息进行分类。悬而未决的问题仍然存在，特别是关于注释材料的结构、数量和质量。讨论：尽管最近的研究表明，法学硕士有潜力为课堂上的激励信息分类提供可扩展且节省时间的替代方案，但仍存在一些挑战。这些问题包括与培训数据的质量和数量、模型的通用性、捕捉课堂互动复杂性的能力以及将法学硕士整合为分类方法所涉及的偏见有关的问题。这一全面的文献综述提供了在教育研究和学校实践中负责任地使用法学硕士的实用建议。

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引用次数: 0

Using a volitional help sheet to increase university students' attendance at on-campus lectures: A randomized controlled trial 使用意志帮助表增加大学生出席校园讲座：一项随机对照试验。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-08-01 DOI: 10.1111/bjep.70014

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

背景：意志帮助表（VHS）是一种促进实施意图形成的干预手段。研究已经证实，vhs可以改变一系列行为，包括增加在线大学课程的出勤率。然而，研究还没有测试vhs是否能提高校园讲座的出勤率。此外，没有研究明确测试记忆改善技术可以提高vhs疗效的程度，也没有研究测试vhs对记忆的依赖性。然而，记忆模型表明，特定实施意图的预演应提高其有效性，其有效性应取决于记忆能力。目的：检验VHS是否能提高大学生的校园讲座出勤率；(2)编码促进任务需要对实施意图进行预演（清晰性和精细化性），可以提高VHS的效果；(3)记忆能力调节VHS对课堂出勤率的影响。材料和方法：参加心理学本科学位课程的学生（N = 252）完成了参加讲座的目标意向和自我报告和客观记忆能力的在线测量。随后，这些学生被随机分配到仅接受VHS， VHS加编码促进或控制干预，旨在提高讲座出勤率。结果：在接下来的11周的教学学期中，VHS组和对照组的学生参加讲座的比例都高于对照组。在VHS单独和VHS加编码促进条件下，讲座出勤率没有差异。记忆能力并没有调节VHS对讲课出勤率的影响。讨论与结论：VHS在提高校园讲座出勤率方面是有效的。没有证据表明编码促进任务提高了VHS的效果，也没有证据表明VHS的效果依赖于记忆能力。vhs可能是增加大学生出席校园讲座的有效干预措施。进一步的研究可以有效地测试记忆改善技术的有效性和vhs对记忆困难样本的依赖性，这些样本可能比大学生群体有更大的改善空间。还需要进一步的研究来测试其他方法来提高vhs的功效。

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引用次数: 0

Trauma-informed practice for children and young people with intellectual disabilities: A scoping review 智障儿童和青少年创伤知情实践：范围审查。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-07-31 DOI: 10.1111/bjep.70011

Claire Wilson, Zara P. Brodie, Kirsten Russell

Background

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.

背景：越来越多的人认为，患有智力残疾的儿童和青少年（CYP）比一般人群更容易经历创伤，这可能会加剧他们的脆弱性和发展挑战。创伤知情实践（TIPs）已被用于支持那些经历过创伤的人，但我们需要更多地了解TIPs在这一人群中的实施情况。目的：对智力障碍的慢性阻塞性睡眠障碍患者的TIPs治疗进行综合研究。该审查审查了已实施的TIPs、政策和模式、这些措施的有效性以及实施创伤知情干预的障碍和促进因素。方法：对定量和定性研究进行范围综述。总共有11项研究符合纳入标准。使用叙事综合方法分析研究结果。研究结果：本综述确定了几种TIPs用于支持智力残疾的CYP。然而，有限的干预研究被发现。讨论了教师培训作为TIP的障碍和促进因素。需要培训来提高员工的能力、技能和知识。也有报道称，对常规TIP的适应可以提高疗效。结论：研究结果对研究、实践和政策具有启示意义。需要对这一人群进行更多的干预研究。决策者必须认识到教师培训的重要性，并采取行动提供这样的机会。我们也敦促从业者在与智力残疾的CYP一起工作时适应通常的创伤治疗。在这样做的过程中，这些个体可能会克服与创伤有关的障碍，并取得积极的发展成果。

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引用次数: 0