There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population.
Aim
The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation.
Methods
A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach.
Findings
The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy.
Conclusions
The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.
{"title":"Trauma-informed practice for children and young people with intellectual disabilities: A scoping review","authors":"Claire Wilson, Zara P. Brodie, Kirsten Russell","doi":"10.1111/bjep.70011","DOIUrl":"10.1111/bjep.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"207-239"},"PeriodicalIF":3.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144755086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<div> <section> <h3> Background</h3> <p>Assessments of academic achievement, job productivity and numerous other sectors place a significant emphasis on non-cognitive abilities. Thus, Chinese parents are increasingly concentrating on their children's non-cognitive abilities. However, factors such as parental educational expectations, careers and cultural practices may significantly influence these non-cognitive abilities in children, yet studies on this topic are scarce.</p> </section> <section> <h3> Aim</h3> <p>This study aims to explore the associations between parental educational expectations, careers and cultural practices in the development of non-cognitive abilities in Chinese middle school students.</p> </section> <section> <h3> Methods</h3> <p>This study uses multilevel regression analysis and data from the China education panel survey (CEPS) to examine how various parental factors relate to the development of non-cognitive abilities.</p> </section> <section> <h3> Results</h3> <p>The findings revealed that in terms of parental educational expectations, for rural parents, the highest level of educational expectations for their child and expectations regarding where their child will live and work in the future contribute to the development of the child's non-cognitive abilities, although the impact of future living and working locations is small. For urban parents, the highest level of educational expectations for their child, parental expectations regarding the type of job they expect their child to have in the future and parental confidence in their child's future also influence these abilities, though such impacts are minor. Furthermore, regarding parental careers, for both rural and urban parents, mother's career, writing desk at home, having some books at home and computer and internet access at home contribute to the development of non-cognitive abilities. However, the influence of the father's career on this development is minimal. Moreover, with respect to parental cultural practices, for both rural and urban parents, factors such as the availability of community facilities, parental participation in extra-curricular or cram school courses, parental care and strictness regarding the child's homework and exams, behaviour at school and methods of resolving parental disagreements, as well as the time parents spend directly with their child, are conducive to fostering non-cognitive abilities. However, the impact of community facilities is relatively minor for rural parents.</p> </section> <section> <h3> Conclusion</h3> <p>The study finds th
{"title":"Exploring the associations between parental educational expectations, careers and cultural practices and the development of non-cognitive abilities in Chinese middle school students","authors":"Babar Nawaz Abbasi, Zhimin Luo, Pingping Zhang","doi":"10.1111/bjep.70012","DOIUrl":"10.1111/bjep.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Assessments of academic achievement, job productivity and numerous other sectors place a significant emphasis on non-cognitive abilities. Thus, Chinese parents are increasingly concentrating on their children's non-cognitive abilities. However, factors such as parental educational expectations, careers and cultural practices may significantly influence these non-cognitive abilities in children, yet studies on this topic are scarce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This study aims to explore the associations between parental educational expectations, careers and cultural practices in the development of non-cognitive abilities in Chinese middle school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study uses multilevel regression analysis and data from the China education panel survey (CEPS) to examine how various parental factors relate to the development of non-cognitive abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that in terms of parental educational expectations, for rural parents, the highest level of educational expectations for their child and expectations regarding where their child will live and work in the future contribute to the development of the child's non-cognitive abilities, although the impact of future living and working locations is small. For urban parents, the highest level of educational expectations for their child, parental expectations regarding the type of job they expect their child to have in the future and parental confidence in their child's future also influence these abilities, though such impacts are minor. Furthermore, regarding parental careers, for both rural and urban parents, mother's career, writing desk at home, having some books at home and computer and internet access at home contribute to the development of non-cognitive abilities. However, the influence of the father's career on this development is minimal. Moreover, with respect to parental cultural practices, for both rural and urban parents, factors such as the availability of community facilities, parental participation in extra-curricular or cram school courses, parental care and strictness regarding the child's homework and exams, behaviour at school and methods of resolving parental disagreements, as well as the time parents spend directly with their child, are conducive to fostering non-cognitive abilities. However, the impact of community facilities is relatively minor for rural parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study finds th","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"240-269"},"PeriodicalIF":3.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>In educational psychology, emphasizing the situational context is clearly ‘du jour’, becoming arguably most apparent in the renaming of Eccles' Expectancy Value Model to ‘Situated Expectancy-value Model’ (SEVT), outlined in several papers she coauthored (Eccles & Wigfield, <span>2020</span>, <span>2024</span>; Gladstone et al., <span>2022</span>). According to Eccles and Wigfield (<span>2024</span>), the programmatic shift was necessary to reflect the expansion of the theory since its beginnings as a framework to explain gender differences in learning motivation and educational choices of students, to a now full-fledged socio-cognitive developmental theory. As such, the model is explicit about the recursive nature of the underlying processes and acknowledges the idiosyncratic circumstances of each behavioural moment, be it students' decision what classes to take or a teacher's decision about the feedback they give each student. While this makes a lot of sense conceptually, the new framing of the model comes with two challenges. One is of epistemological nature, related to the fact that the emphasis of the ‘situatedness’ weakens the generalizability of empirical finding to other, even very similar contexts. The second challenge lies in the translation of the expanded model to adequate empirical research strategies that reflect the new model complexity or, put more simply: How do we overcome the limitations of questionnaires as the most commonly used tool to collect data in this line of research? It feels inadequate now to pack the ‘situatedness’ in the item stem, for example, ‘When doing your math homework…’ or ‘In general, I love being a science teacher’. This might logically make the response somewhat context-specific, but situation-specific enough in the sense of SEVT.</p><p>Overcoming this limitation is the common theme throughout the six papers which, each in its unique way, are pushing towards a more convincing empirical approach to illustrate and understand the relevance of the situational context and to identify aspects of it that allow us to carefully generalize findings to a similar class of situations. The latter is important as ‘situatedness’ in the SEVT model is not meant to be merely a new label for otherwise unexplained variance in an analysis that uses stable teacher and student characteristics as predictors. Instead, it suggests characterizing the context in order to integrate relevant features into a predictive model.</p><p>For example, Stark, Camburn & Kaler (this volume) demonstrate that teacher motivation varies across different but typical work activities. But instead of the ‘classic approach’ to rely on item construction for a cross-sectional study (‘When I teach in the classroom…’, ‘When I interact with colleagues…’, ‘When I grade papers…’, etc.), they use the ‘day reconstruction method’ (DRM) to get not only a more valid measurement of the motivational state of teachers in a given context but also a precise acco
{"title":"Situatedness in educational research","authors":"Kai S. Cortina","doi":"10.1111/bjep.70010","DOIUrl":"10.1111/bjep.70010","url":null,"abstract":"<p>In educational psychology, emphasizing the situational context is clearly ‘du jour’, becoming arguably most apparent in the renaming of Eccles' Expectancy Value Model to ‘Situated Expectancy-value Model’ (SEVT), outlined in several papers she coauthored (Eccles & Wigfield, <span>2020</span>, <span>2024</span>; Gladstone et al., <span>2022</span>). According to Eccles and Wigfield (<span>2024</span>), the programmatic shift was necessary to reflect the expansion of the theory since its beginnings as a framework to explain gender differences in learning motivation and educational choices of students, to a now full-fledged socio-cognitive developmental theory. As such, the model is explicit about the recursive nature of the underlying processes and acknowledges the idiosyncratic circumstances of each behavioural moment, be it students' decision what classes to take or a teacher's decision about the feedback they give each student. While this makes a lot of sense conceptually, the new framing of the model comes with two challenges. One is of epistemological nature, related to the fact that the emphasis of the ‘situatedness’ weakens the generalizability of empirical finding to other, even very similar contexts. The second challenge lies in the translation of the expanded model to adequate empirical research strategies that reflect the new model complexity or, put more simply: How do we overcome the limitations of questionnaires as the most commonly used tool to collect data in this line of research? It feels inadequate now to pack the ‘situatedness’ in the item stem, for example, ‘When doing your math homework…’ or ‘In general, I love being a science teacher’. This might logically make the response somewhat context-specific, but situation-specific enough in the sense of SEVT.</p><p>Overcoming this limitation is the common theme throughout the six papers which, each in its unique way, are pushing towards a more convincing empirical approach to illustrate and understand the relevance of the situational context and to identify aspects of it that allow us to carefully generalize findings to a similar class of situations. The latter is important as ‘situatedness’ in the SEVT model is not meant to be merely a new label for otherwise unexplained variance in an analysis that uses stable teacher and student characteristics as predictors. Instead, it suggests characterizing the context in order to integrate relevant features into a predictive model.</p><p>For example, Stark, Camburn & Kaler (this volume) demonstrate that teacher motivation varies across different but typical work activities. But instead of the ‘classic approach’ to rely on item construction for a cross-sectional study (‘When I teach in the classroom…’, ‘When I interact with colleagues…’, ‘When I grade papers…’, etc.), they use the ‘day reconstruction method’ (DRM) to get not only a more valid measurement of the motivational state of teachers in a given context but also a precise acco","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S337-S342"},"PeriodicalIF":3.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668946","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}
You-kyung Lee, Jawon Min, Yoonsun Shin, Eunjin Seo
Background
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.
Aims
This study examined the longitudinal relations between social and academic intrinsic values to clarify their associations and directionality.
Sample
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.
Method
Using a random intercept cross-lagged model, reciprocal relations between social and academic intrinsic values from fifth to 12th grade were analysed.
Results
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.
Conclusions
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.
{"title":"Social and academic intrinsic values: A random intercept cross-lagged panel analysis","authors":"You-kyung Lee, Jawon Min, Yoonsun Shin, Eunjin Seo","doi":"10.1111/bjep.70008","DOIUrl":"10.1111/bjep.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined the longitudinal relations between social and academic intrinsic values to clarify their associations and directionality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>A cohort of fifth-grade students in South Korea (<i>n</i> = 7324; 50.5% female) was followed annually through 12th grade using a nationally representative dataset.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using a random intercept cross-lagged model, reciprocal relations between social and academic intrinsic values from fifth to 12th grade were analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 4","pages":"1117-1133"},"PeriodicalIF":3.6,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144644123","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}
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.
Aims
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.
Sample
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).
Methods
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.
Results
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.
Conclusions
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.
{"title":"Does teacher support predict students' growth mindset? A random intercept cross-lagged panel model","authors":"Lene Vestad, Edvin Bru, Tuomo Virtannen","doi":"10.1111/bjep.70009","DOIUrl":"10.1111/bjep.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>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).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"193-206"},"PeriodicalIF":3.6,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621168","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}
Marci S. DeCaro, Derek K. McClellan, Ryan Patrick, Aleeta M. Powe, Danielle Franco, Raymond J. Chastain, Linda Fuselier, Jeffrey L. Hieb
Background
Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding.
Aims
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.
Samples
Participants (Experiment 1, N = 168; Experiment 2, N = 357) were undergraduate students in several sections of a first-year chemistry course.
Methods
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.
Results
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.
Conclusion
When properly designed, placing simulations before—rather than after—lecture can deepen learning, motivation, and competence.
{"title":"Flipping a simulation before instruction can improve students' learning, interest and perceived competence","authors":"Marci S. DeCaro, Derek K. McClellan, Ryan Patrick, Aleeta M. Powe, Danielle Franco, Raymond J. Chastain, Linda Fuselier, Jeffrey L. Hieb","doi":"10.1111/bjep.70007","DOIUrl":"10.1111/bjep.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>Participants (Experiment 1, <i>N</i> = 168; Experiment 2, <i>N</i> = 357) were undergraduate students in several sections of a first-year chemistry course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>When properly designed, placing simulations before—rather than after—lecture can deepen learning, motivation, and competence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"172-192"},"PeriodicalIF":3.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592858","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}
Charlott Rubach, Luise von Keyserlingk, Jutta Heckhausen, Jacquelynne S. Eccles
Background
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.
Aims
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.
Sample
The study uses data from 1,745 undergraduates (26.5% self-identified as male students) from a university in California, U.S.A.
Methods
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.
Results
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.
Conclusions
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.
{"title":"The situatedness of instructional quality—How situated are college students' ratings?","authors":"Charlott Rubach, Luise von Keyserlingk, Jutta Heckhausen, Jacquelynne S. Eccles","doi":"10.1111/bjep.70003","DOIUrl":"10.1111/bjep.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>The study uses data from 1,745 undergraduates (26.5% self-identified as male students) from a university in California, U.S.A.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S316-S336"},"PeriodicalIF":3.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585581","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}
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.
Aims
We investigated the transmission of teachers' and students' emotions by exploring reciprocal relationships between their emotional experiences across lessons.
Sample
Twenty homeroom teachers and their students in Grades 4–5 (N = 306) in Taiwan participated.
Method
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).
Results
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.
Conclusions
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.
{"title":"Are teachers' and students' emotions reciprocally transmitted in the classroom?","authors":"Pei-Hsin Li, Diane Mayer, Lars-Erik Malmberg","doi":"10.1111/bjep.70006","DOIUrl":"10.1111/bjep.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We investigated the transmission of teachers' and students' emotions by exploring reciprocal relationships between their emotional experiences across lessons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>Twenty homeroom teachers and their students in Grades 4–5 (<i>N</i> = 306) in Taiwan participated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using an intra-individual design, we collected teachers' self-reported lesson-specific positive and negative emotions (4 items per composite; <i>n</i> = 249 lessons) and students' perceptions of teachers' emotions as well as their own emotions (<i>n</i> = 3884 lessons) at the end of each lesson over 5 days. We specified cross-classified structural equation models (CCSEM).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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: <i>β =</i> .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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S172-S193"},"PeriodicalIF":3.6,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509310","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}
Michael Wigelsworth, Margarita Panayiotou, Garry Squires, Karolina Byc
Background
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.
Aim
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.
Sample and Methods
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.
Results
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.
Conclusion
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.
{"title":"The ‘FRIENDS for Life’ emotional health programme: Differential impact for those at risk","authors":"Michael Wigelsworth, Margarita Panayiotou, Garry Squires, Karolina Byc","doi":"10.1111/bjep.70005","DOIUrl":"10.1111/bjep.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample and Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>FRIENDS did not significantly change risk status, neither reducing risk (<i>χ</i><sup>2</sup> (1) = 1.667; <i>p</i> =.797) nor preventing progression to higher risk categories (<i>χ</i><sup>2</sup> (1) = .44; <i>p</i> =.507). Within risk categories, significant effects appeared only in the clinical risk group (<i>β</i> = 1.83 (<i>SE</i> = .14), <i>d</i> = .67), with no significant effects for borderline (<i>β</i> = 1.03 (<i>SE</i> = .98), <i>d</i> = .18) or normal (<i>β</i> = .03 (<i>SE</i> = .33), <i>d</i> < .01) categories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"152-171"},"PeriodicalIF":3.6,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879531/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531020","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}
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.
Aims
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.
Samples and Methods
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
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.
Conclusions
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.
背景：在学习环境中提高学生的学习动机和努力程度是教育工作者关注的关键问题。虽然教师支持对学生学业自我效能感信念和努力的积极影响有充分的文献记载，但在这种背景下同伴欺凌受害的潜在不利互动影响尚不清楚。目的：本研究旨在探讨数学自我效能感在教师支持与数学坚持与努力（PEM）之间的中介作用，并探讨同伴欺凌受害是否会调节教师支持与PEM之间的直接和间接关联。样本和方法：本横断面研究利用了在PISA 2022评估期间获得的土耳其数据。研究样本包括6997名（F = 49.3%, M = 50.7%）来自土耳其196所学校参加PISA 2022评估的15岁学生。结果：教师支持正向预测PEM，数学自我效能感在其中起显著中介作用。然而，同伴欺凌受害在这些关联中发挥了显著的调节作用，削弱了教师支持和数学自我效能感对PEM的积极预测作用。此外，教师支持通过数学自我效能感对PEM的间接影响随着同伴欺凌受害程度的增加而减弱。结论：这些发现表明，建立一个促进学生学习和动机的支持性教育环境需要培养积极的互动，不仅是师生之间，而且是同龄人之间。
{"title":"Teachers, peers, and academic effort: How peer bullying victimization undermines the benefits of teacher support on students' persistence and effort","authors":"İbrahim Dadandı","doi":"10.1111/bjep.70004","DOIUrl":"10.1111/bjep.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples and Methods</h3>\u0000 \u0000 <p>This cross-sectional study utilized data from Turkey obtained during the PISA 2022 assessment. The study sample consisted of 6997 (<i>F</i> = 49.3%, <i>M</i> = 50.7%) 15-year-old students from 196 schools participating in the PISA 2022 assessment in Turkey.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 4","pages":"982-1000"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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