British Journal of Educational Psychology最新文献_第6页

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

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

Background

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

Aims

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

Sample

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

Jessica E. Kilday, Allison M. Ryan

Background

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

Aims

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

Samples and Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

Mengyan Fang, Runke Huang, Chenyi Zhang

Background

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

Aims

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

Samples

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

Methods

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

Results and Conclusions

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

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

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引用次数: 0

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

Rebecca Lazarides, Markus Dresel

Background and Aims

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

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

Background

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

Aims

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

Sample and Method

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

Results

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

Conclusions

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

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

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引用次数: 0

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

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

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

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

Background

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

Aims

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

Sample

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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