Adolescence is crucial for nurturing motivation in peer relationships and for academic achievement. Although social and academic intrinsic values develop together, the direction of their development remains inconclusive.
This study examined the longitudinal relations between social and academic intrinsic values to clarify their associations and directionality.
A cohort of fifth-grade students in South Korea (n = 7324; 50.5% female) was followed annually through 12th grade using a nationally representative dataset.
Using a random intercept cross-lagged model, reciprocal relations between social and academic intrinsic values from fifth to 12th grade were analysed.
At the between-individual level, the association between social and academic intrinsic value was strong and positive. At the within-individual level, significant reciprocity was observed from grades 5–6 and 8–11. However, the reciprocal relation between the two variables was less evident during middle school. Across all the grades, a significant relation was found between previous academic intrinsic values and subsequent social intrinsic values.
This study confirmed the positive association between social and academic intrinsic values among South Korean adolescents, suggesting they often develop hands-in-hand. Reciprocal effects were notable during early adolescence, with enjoyment in one domain closely linked to enjoyment in another. This effect weakened during middle school, but strengthened during high school, suggesting a shift in priority or social dynamics at different developmental stages. These findings highlight the importance of considering developmental stages in social and academic motivation research.
Teachers' role in fostering students' growth mindset (GM) is increasingly acknowledged among researchers and practitioners. However, the questions of how teachers support students' growth mindsets and whether this influences adolescents' perceived mindsets have yet to be comprehensively addressed.
The main objective of this study was to investigate the predictive role of teachers' support for students' growth mindset (TSGM) on students' growth mindset (GM). Moreover, students' GM may influence their experiences of teachers' supportive encouragement, suggesting a bidirectional relationship between TSGM and students' GM.
Self-reported data were collected from a sample of 1760 adolescent students aged 13–16 (grades 8–10; 49% female and 51% male; Norwegian lower secondary school).
Random intercept cross-lagged panel modelling was used, with the within cross-lagged TSGM parameters and student GM predictions separated from the stable between parameters for the same variables across three waves.
TSGM predicted students' GM, while students' GM also predicted TSGM in a bidirectional moderate manner across lower secondary school. A positive bidirectional correlation of stability in TSGM and GM across time was also found.
While TGSM's importance in predicting individual student GM was supported, student GM also had a predictive role in TSGM. This bidirectional relationship suggests that students who hold a GM are more likely to experience teachers as supportive. This suggests a self-reinforcing cycle for GM-oriented students and emphasizes that teachers must recognize students who might struggle to engage in mindset-enhancing interactions and impress on them that their abilities are malleable.
Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding.
The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach.
Participants (Experiment 1, N = 168; Experiment 2, N = 357) were undergraduate students in several sections of a first-year chemistry course.
Students were randomly assigned to explore a simulation on atomic structure either before a lecture (explore-first condition) or after the lecture (instruct-first condition). In Experiment 1, the simulation activity time was limited (15 min) and the activity varied in whether self-explanation (‘why’) prompts were included. In Experiment 2, the activity time was lengthened (20 min), and only ‘why’ prompts were used. After the activity and lecture, students completed a survey and posttest.
In Experiment 1, students in the explore-first condition scored lower on posttest conceptual knowledge scores and reported lower curiosity compared to students in the instruct-first condition. Scores for basic facts and transfer knowledge, and self-reported situational interest, self-efficacy, and competence, were equal between conditions. No effects of prompt condition were found. In Experiment 2, with longer activity time, the results reversed. Students in the explore-first condition scored equally on basic facts and higher on conceptual knowledge and transfer measures, while also reporting higher curiosity, situational interest, self-efficacy, competence, and cognitive engagement.
When properly designed, placing simulations before—rather than after—lecture can deepen learning, motivation, and competence.
Student ratings are commonly used to evaluate classroom processes. Research suggests that these ratings are not solely based on objective situational characteristics but also reflect rater characteristics. Although research has been conducted in K-12 settings, little is known about how person-specific and situation-specific factors affect student ratings in higher education.
This study investigates to what extent students’ ratings on instructional quality (INQ) vary in response to various data collection across teaching situations. In this way, we also investigate the role of motivational beliefs in these ratings.
The study uses data from 1,745 undergraduates (26.5% self-identified as male students) from a university in California, U.S.A.
We employed single trait-multistate models (STMS) to decompose INQ variance (classroom management, student support, cognitive activation). We estimate the consistency and situation specificity of ratings across courses, time, and course type. Also, we estimated correlations between motivational beliefs and the consistent component across ratings, i.e., the person effect.
High consistency in student ratings of INQ was found within the same course over time. This consistency was lower when INQ was rated across different courses. The consistency was higher in courses that students perceived as difficult than to courses that were perceived as important. Students who reported higher expectancies for success and interest value in these courses also rated INQ more positive across teaching situations.
Our findings suggest that student ratings of INQ are situated and shaped by course characteristics but also rater characteristics. Motivational beliefs contribute uniquely to students’ INQ ratings beyond situational characteristics.
Understanding teachers' and students' emotions in the classroom is acknowledged as beneficial for teaching and learning. While existing studies have emphasized the relationships between teachers and students, it remains unclear how teachers' and students' emotions are transmitted from one lesson to the next.
We investigated the transmission of teachers' and students' emotions by exploring reciprocal relationships between their emotional experiences across lessons.
Twenty homeroom teachers and their students in Grades 4–5 (N = 306) in Taiwan participated.
Using an intra-individual design, we collected teachers' self-reported lesson-specific positive and negative emotions (4 items per composite; n = 249 lessons) and students' perceptions of teachers' emotions as well as their own emotions (n = 3884 lessons) at the end of each lesson over 5 days. We specified cross-classified structural equation models (CCSEM).
Most variance in teachers' emotions was at the teacher level (ICC = .62), whereas students' negative emotions varied the most at the lesson level (ICC = .49–.52). Teachers' and students' prior emotions carried over to subsequent lessons (positive/negative: β = .14–.20/.17–.27). We found a reciprocal transmission of same-valence emotions between students' perceptions of teachers' and their own emotions. Additionally, teachers' prior positive emotions were associated with students' positive emotions.
The study supports a reciprocal relationship between students' perceptions of teachers' emotions and their own emotions, whereas teachers' emotions are linked primarily to their own previous emotions. These results suggest that enhancing emotional experiences in class requires consideration of both teachers' and students' emotions simultaneously.
Evidence suggests that FRIENDS, a universal cognitive behavioural programme for schools, can improve children's emotional health, yet debate persists regarding its efficacy with respect to prevention versus treatment, particularly for children at risk of anxiety disorders.
To examine the impact of FRIENDS across different risk categories by assessing: (a) changes in risk status resulting from intervention and (b) treatment effects within specific risk groups.
Secondary analysis of data from a cluster randomized trial (ISRCTN13721202) conducted between 2016 and 2018 involving approximately 3000 pupils (aged 9–10) from 79 schools. Self-reported anxiety, depression and worry measures were collected at pre- and post-test. Risk categories were established using baseline anxiety and depression scores.
FRIENDS did not significantly change risk status, neither reducing risk (χ2 (1) = 1.667; p =.797) nor preventing progression to higher risk categories (χ2 (1) = .44; p =.507). Within risk categories, significant effects appeared only in the clinical risk group (β = 1.83 (SE = .14), d = .67), with no significant effects for borderline (β = 1.03 (SE = .98), d = .18) or normal (β = .03 (SE = .33), d < .01) categories.
While FRIENDS did not alter risk status, there appears treatment effects specifically for children within the clinical range for anxiety and depression. Findings provide a more nuanced understanding of who benefits from universal school-based interventions. Findings inform health and education professionals in balancing FRIENDS’ treatment effects against factors like availability of alternative services, relative costs and sustainability.
Enhancing student motivation and effort in learning environments is a pivotal concern for educators. While the positive effects of teacher support on students' academic self-efficacy beliefs and efforts are well documented, the potentially adverse interaction effects of peer bullying victimization within this context remain unclear.
This study aimed to investigate the mediating role of mathematics self-efficacy in the relationship between teacher support and persistence and effort in mathematics (PEM), and to examine whether peer bullying victimization moderates both the direct and indirect associations between teacher support and PEM.
This cross-sectional study utilized data from Turkey obtained during the PISA 2022 assessment. The study sample consisted of 6997 (F = 49.3%, M = 50.7%) 15-year-old students from 196 schools participating in the PISA 2022 assessment in Turkey.
Results revealed that teacher support positively predicted PEM, and mathematics self-efficacy significantly mediated this relationship. However, peer bullying victimization played a significant moderating role in these associations, diminishing the positive predictive effects of teacher support and mathematics self-efficacy on PEM. Furthermore, the indirect impact of teacher support on PEM via mathematics self-efficacy weakened as levels of peer bullying victimization increased.
These findings suggest that establishing a supportive educational environment that promotes student learning and motivation requires fostering positive interactions, not only between teachers and students but also among peers.
Current academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school.
We investigated the relationships between peer interactions and three aspects of students' current academic motivation (positive activation, enjoyment of learning and concentration) in real learning situations in the classroom. We also examined whether and to what extent aspects of the social environment within the class (social classroom climate, the perceptions of peers and teachers as motivators) affected current motivation.
The study involved NL2 = 145 fifth graders in secondary schools, who completed a total of NL1 = 3099 (M = 21.4 per student) short questionnaires on tablet computers during class in one school week.
The Experience Sampling Method was used to simultaneously measure students' aspects of current motivation and their peer interactions in class. In addition, the students reported on their social classroom climate and their perceptions of peers and teachers as motivators using a conventional questionnaire. Multilevel structural equation models were specified.
Results revealed considerable variability in aspects of current motivation. Students showed higher levels of current academic motivation when they interacted with peers compared to learning situations in which they did not interact with peers (i.e. when they studied alone), when they perceived a positive social classroom climate and when they perceived their peers as supportive.
The study underscores the situational dependence of students' current academic motivation and the central role of peers in aspects of current academic motivation.
Persistent degree-awarding gaps exist in UK universities along the lines of domicile (UK vs. non-UK) and ethnicity (white British vs. ethnic minority). Although both intersect with language (English as a first or second language), research on the role of language in academic disparities in higher education remains sparse.
We sought to examine English language proficiency and literacy skills, academic performance, and perceptions among three groups of UK undergraduates: international students with English as a foreign language (EFL), home students with English as an additional language (EAL), and students with English as their first language (L1E).
We recruited 182 UK-based undergraduate students (60 EFL, 59 EAL and 63 L1E).
We used psychometric tests to compare participants' cognitive, language and literacy profiles and conducted a survey to explore their perceptions. Average marks served as a proxy for academic performance.
There was an L1E advantage in English proficiency and time-restricted literacy tasks. Specifically, smaller English vocabulary was associated with the EAL and EFL groups' slower reading and writing speed, with both vocabulary and speed contributing to lower essay quality and academic marks. Survey responses supported these findings: more EAL and EFL than L1E students reported challenges with English skills and concerns with their impact on academic performance.
Vocabulary knowledge and its fundamental effect on reading and writing skills remain crucial to understanding and addressing disparities in academic performance in higher education. Much remains to be done to level the playing field at UK universities.
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