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

Editorial acknowledgement 编辑致谢

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-02-06 DOI: 10.1111/bjep.12648

引用次数: 0

Physical activity, sports participation and school exclusion: An analysis of the millennium cohort study 体育活动、运动参与和学校排斥：千年队列研究分析。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-02-02 DOI: 10.1111/bjep.12664

A. J. Brinkley

Background

Physical activity and modes of sport are widely adopted to promote health, wellbeing, behavioural outcomes and educational attainment in young people excluded from education. However, little is known about the physical activity or sports involvement of excluded young people or the role of participation on predictors and outcomes associated with exclusion.

Aims

The study aimed to understand (i) how active excluded young people are, (ii) whether predictors of school exclusion are influenced by participation in physical activity or sport and (iii) if physical activity or sports participation moderates the relationship between school exclusion and health, behavioural and educational outcomes.

Methods

Millennium Cohort Study Wave 6 data were analysed using linear multiple regression models. Participants were 11,066 young people. Dependent variables were physical activity or sports participation. Independent variables included school exclusion, body composition and physical health, cognitive and educational outcomes, crime, anti-social and harmful behaviours, mental health and individual demographic predictors.

Results

Multiple regression analysis of Millennium Cohort Study Wave 6 data indicates young people excluded from education participate in more (+20.71 ± 9.72, p = .03) minutes of physical activity but less (−22.38 ± 32.52, p = .49) minutes of sport than non-excluded participants. Physical activity or sport did not influence predictors or outcomes associated with exclusion.

Conclusion

Findings indicate young people excluded from education participate in 8% more MVPA, but 13% less sport than peers not excluded from education. These findings highlight concerns related to the provision of school sports and physical education opportunities for young people excluded from education. Moreover, these findings question the role of physical activity or sport as a silver bullet within UK educational policy.

背景：体育活动和运动模式被广泛采用，以促进被排斥在教育之外的青少年的健康、幸福、行为结果和教育成就。目的：本研究旨在了解（i）被学校排斥的青少年有多活跃；（ii）参加体育活动或运动是否会影响学校排斥的预测因素；（iii）参加体育活动或运动是否会调节学校排斥与健康、行为和教育结果之间的关系：采用线性多元回归模型对千年队列研究第 6 波数据进行分析。参与者为 11,066 名青少年。因变量为体育活动或运动参与情况。自变量包括学校排斥、身体成分和身体健康、认知和教育成果、犯罪、反社会和有害行为、心理健康和个人人口统计学预测因素：对 "千年队列研究 "第 6 波数据进行的多元回归分析表明，与未被学校排斥的参与者相比，被学校排斥的青少年参加体育活动的时间更长（+20.71 ± 9.72，p = .03），但参加体育运动的时间较短（-22.38 ± 32.52，p = .49）。体育活动或运动并不影响与排斥相关的预测因素或结果：研究结果表明，与未被排除在教育之外的同龄人相比，被排除在教育之外的青少年参加 MVPA 的时间增加了 8%，但参加体育运动的时间却减少了 13%。这些发现凸显了为被排斥在教育之外的青少年提供学校运动和体育教育机会的问题。此外，这些研究结果还质疑了体育活动或运动在英国教育政策中的作用。

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引用次数: 0

A large-scale study on the prevalence of math anxiety in Qatar 关于卡塔尔数学焦虑症流行情况的大规模研究。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-02-02 DOI: 10.1111/bjep.12662

Ahmed M. Megreya, Ahmed A. Al-Emadi, Aisha M. Al-Ahmadi, Ahmed A. Moustafa, Denes Szűcs

Background

Math anxiety (MA) is a worldwide appearing academic anxiety that can affect student mental health and deter students from math and science-related career choices.

Method

Using the Arabic version of the Modified-Abbreviated Math Anxiety Scale (m-AMAS), the prevalence of MA was investigated in a very large sample of students (N = 10093) from grades 7 to 12 in Qatar.

Results

The results showed a better fit to the original two-factor model of the m-AMAS (learning MA and Evaluation MA) than to a single-factor solution. This two-factor model was also confirmed in each grade. Notably, the distribution of MA scores was right-skewed, especially for learning MA. Using the inter-quartiles ranges, norms for MA were provided: A score of ≤16 indicates low MA whereas a score of ≥30 identifies high MA. Previous studies conducted in Western countries defined high math-anxious students as those who score above the 90th percentile corresponding to a score of 30 on the m-AMAS. Using this cut-off criterion, the current study found that one-fifth of students in Qatar were highly math-anxious, with a higher proportion of females than males. We also calculated the percentage of participants selecting each response category for each questionnaire item. Results showed that attending a long math class was the context that elicited the highest levels of learning MA. In contrast, having an unexpected math test was the situation that triggered the highest levels of evaluation MA.

Conclusion

The prevalence of MA might vary across different cultures.

背景：数学焦虑（MA）是一种全球性的学习焦虑，会影响学生的心理健康，阻碍学生选择与数学和科学相关的职业：方法：使用阿拉伯语版的 "改良简易数学焦虑量表"（m-AMAS），对卡塔尔 7 至 12 年级的大量学生样本（N = 10093）进行了数学焦虑流行率调查：结果表明，与单因素解决方案相比，m-AMAS 的原始双因素模型（学习 MA 和评价 MA）的拟合效果更好。这个双因素模型在每个年级都得到了证实。值得注意的是， MA 分数的分布是右偏的，尤其是学习 MA。利用四分位数之间的范围，可以提供 MA 的标准值：得分≤16 表示低 MA，而得分≥30 则表示高 MA。以往在西方国家进行的研究将高数学焦虑学生定义为那些在 m-AMAS 中得分超过第 90 百分位数（相当于 30 分）的学生。根据这一标准，本次研究发现，卡塔尔有五分之一的学生具有高度数学焦虑症，其中女生的比例高于男生。我们还计算了每个问卷项目中选择每个回答类别的参与者比例。结果显示，上一堂很长的数学课是引起学习焦虑程度最高的情境。相比之下，突如其来的数学考试是引发最高水平评价 MA 的情境：结论：在不同的文化背景下，数学学习障碍的发生率可能会有所不同。

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引用次数: 0

Note-taking by university students on paper or a computer: Strategies during initial note-taking and revision 大学生用纸或电脑记笔记：最初记笔记和复习时的策略。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-02-01 DOI: 10.1111/bjep.12663

Salomé Cojean, Manon Grand

Background

Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note-taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts.

Aims

The current study investigates university students' perceptions of the efficacity of their own preferred note-taking method, along with the strategies they employ.

Sample

Data were collected from 108 university students.

Methods

Students answered a questionnaire about their note-taking strategies during initial note-taking (in class) and revision (after class).

Results

The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper.

Conclusions

These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note-taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper-based.

背景：在学习过程中记笔记，无论是在课上（通过写下来编码信息）还是在课后（将书面笔记作为复习的外部存储）都有好处。对笔记方法（即使用纸张或电脑）的比较主要表明，使用纸张能带来更好的学习效果。目的：本研究调查了大学生对自己喜欢的记笔记方法的有效性的看法，以及他们所采用的策略：样本：从 108 名大学生中收集数据：方法：学生们回答了一份关于他们在最初记笔记（课堂上）和复习（课后）时所采用的笔记策略的调查问卷：结果表明，用纸张记笔记的学生并不认为他们的方法更有效，但他们报告说，他们进行了更多的重新制定，减少了多任务处理。用电脑记笔记的学生更有可能重新格式化他们的笔记，从而在稍后阶段进行重写。对所有学生而言，复习表大多是在纸上完成的：这些结果表明，虽然学生在最初记笔记时并不一定意识到在纸上手写对改写的好处，但在复习时，他们倾向于选择手写，并从改写中获益，以达到深加工的目的。因此，复习活动仍主要以纸张为主。

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引用次数: 0

Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation 社会经济地位、掌握方法目标和与学习相关的结果：调解与调节。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-19 DOI: 10.1111/bjep.12660

Ronnel B. King, Faming Wang, Shing On Leung, Andrew Elliot

Background

Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.

Aims

This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation).

Sample

Data came from 595,444 students nested in 21,322 schools across 77 countries.

Methods

Data were analysed using multilevel-moderated mediation analyses.

Results

We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.

Conclusion

Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.

背景：社会经济地位是影响学生学习动机和学习成绩的最重要因素之一，但很少有人将其与学习成绩目标联系起来进行研究。研究目的：本研究旨在探讨掌握学习目标是否能解释社会经济地位与主要学习相关结果之间的联系（中介），以及社会经济地位是否会改变掌握学习目标与这些结果之间的关系（调节）：数据来自 77 个国家 21,322 所学校的 595,444 名学生：方法：采用多层次中介分析法对数据进行分析：我们发现了重要的中介和调节作用。就中介作用而言，掌握方法目标在家庭经济状况与学习相关结果之间起到了中介作用。然而，学校社会经济地位却出现了不同的模式，因为在社会经济地位较高的学校，学生的掌握学习目标较低。就调节作用而言，我们发现家庭经济状况加强了掌握学习目标与学习相关结果之间的联系。然而，在社会经济地位较高的学校中，掌握学习方法目标与学习相关结果之间的联系较弱：讨论了成就目标法对成就动机的理论和实践意义。

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引用次数: 0

Flow experience fosters university students' well-being through psychological resilience: A longitudinal design with cross-lagged analysis 流体验通过心理复原力促进大学生的幸福感：纵向设计与交叉滞后分析。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-18 DOI: 10.1111/bjep.12661

Yanhui Mao, Xinyi Luo, Shujun Wang, Zhuozhu Mao, Mei Xie, Marino Bonaiuto

Background

Existing research has linked individuals' flow experience – a positive affective and cognitive state of deep immersion and engagement in daily activities – and their well-being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two variables and their underlying mechanisms (i.e., the mediator) of psychological resilience, specifically among university students in the context of the COVID-19 pandemic.

Aims

To address this research gap, the present study draws on self-determination, flow and broaden-and-build theories. It examines the temporal dynamics and relationships between flow experience and well-being, and the mediating role of psychological resilience among Chinese university students.

Sample

The study adopts a three-wave longitudinal design with a sample of 474 university students in Southwest China.

Methods

Participants' flow experience, well-being and psychological resilience were measured across three time waves.

Results

The findings of this study reveal that flow experience predicts well-being across the three waves and that psychological resilience mediates this prediction. This empirical evidence emphasizes the significance of both flow experience and psychological resilience in contributing to the well-being of university students over time amid COVID-19.

Conclusions

These findings enrich our understanding of the factors contributing to well-being in educational settings and provide highly relevant and timely insights for developing strategies to foster well-being among university students, especially in the transition into the post-pandemic era; findings also offer valuable insights not only for researchers but also for educators and policymakers.

背景：现有研究已将个人的 "流动体验"（一种深度沉浸和参与日常活动的积极情绪和认知状态）与他们的幸福感联系起来，尤其是在大学生中。越来越多的纵向研究进一步加深了这一认识。然而，对于探索这两个变量之间的动态相互作用及其心理复原力的潜在机制（即中介），特别是在 COVID-19 大流行的背景下大学生的心理复原力，人们的关注还很有限。样本：研究采用三波纵向设计，以中国西南地区的 474 名大学生为样本：方法：在三个时间波中测量参与者的流动体验、幸福感和心理复原力：结果：研究结果表明，在三个波次中，流动体验能够预测幸福感，而心理复原力则是这一预测的中介。这一实证证据强调了在 COVID-19 中，随着时间的推移，流动体验和心理复原力在促进大学生幸福感方面的重要作用：这些发现丰富了我们对教育环境中促进幸福感的因素的理解，并为制定促进大学生幸福感的战略提供了高度相关和及时的见解，尤其是在向后流行病时代过渡的过程中；这些发现不仅为研究人员，也为教育工作者和政策制定者提供了有价值的见解。

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引用次数: 0

Learning from errors versus explicit instruction in preparation for a test that counts. 从错误中学习与明确指导，为重要考试做准备。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-11 DOI: 10.1111/bjep.12651

Janet Metcalfe, Judy Xu, Matti Vuorre, Robert Siegler, Dylan Wiliam, Robert A Bjork

Background: Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.

Aims: This study investigates the teaching strategies that facilitate learning from errors.

Materials and methods: This 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit instruction (EI) teaching strategy in a multi-session implementation directed at improving student performance on the high-stakes New York State Algebra 1 Regents examination. In the LFE condition, instead of receiving instruction on 4 sessions, students took mini-tests. Their errors were isolated to become the focus of 4 teacher-guided feedback sessions. In the EI condition, teachers explicitly taught the mathematical material for all 8 sessions.

Results: Teacher time-on in the LFE condition produced a higher rate of learning than did teacher time-on in the EI condition. The learning benefit in the LFE condition was, however, inconsistent across teachers. Second-by-second analyses of classroom activities, directed at isolating learning-relevant differences in teaching style revealed that a highly interactive mode of engaging the students in understanding their errors was more conducive to learning than was teaching directed at getting to the correct solution, either by lecturing about corrections or by interaction focused on corrections.

Conclusion: These results indicate that engaging the students interactively to focus on errors, and the reasons for them, facilitates productive failure and learning from errors.

背景：目的：本研究调查了促进从错误中学习的教学策略：这项为期两年的研究涉及两批学生，每批约有 88 名学生，在多课时实施过程中，对比了从错误中学习（LFE）和明确指导（EI）教学策略，旨在提高学生在纽约州代数 1 考试中的成绩。在 LFE 条件下，学生不接受 4 节课的教学，而是参加小型测试。他们的错误被分离出来，成为教师指导的 4 节反馈课的重点。在 EI 条件下，教师在所有 8 节课中明确教授数学材料：结果：在 LFE 条件下，教师计时的学习率高于在 EI 条件下教师计时的学习率。然而，不同教师在 LFE 条件下的学习效果并不一致。通过对课堂活动进行逐秒分析，旨在分离出与学习相关的教学风格差异，结果显示，让学生参与了解自己错误的高度互动模式比通过讲授纠正方法或以纠正方法为重点的互动教学更有利于学习：这些结果表明，让学生以互动的方式关注错误以及错误的原因，有利于学生从失败中学习，并从错误中学习。

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引用次数: 0

Personalizing real-world problems: Posing own problems increases self-efficacy expectations, intrinsic value, attainment value, and utility value 现实世界问题的个性化：提出自己的问题可以提高自我效能预期、内在价值、实现价值和效用价值。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-09 DOI: 10.1111/bjep.12653

Johanna Schoenherr

Background

Real-world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real-world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.

Aim

In the current study, we investigated the effects of context personalization and active personalization on students' self-efficacy expectations, intrinsic value, attainment value, utility value, and cost.

Sample

The participants were 28 fifth- and sixth-grade students who voluntarily took part in a six-month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.

Method

Using a within-subjects design, at the end of the afterschool program, the students rated their self-efficacy expectations and task values for four self-developed problems associated with their hometown, four peer-developed problems associated with their hometown, and four instructor-provided problems associated with unfamiliar locations.

Results

Students reported higher self-efficacy expectations, intrinsic value, attainment value, and utility value for active-personalized than non-personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.

Conclusions

Active personalization (i.e. asking students to pose their own real-world problems) is suited to enhance students' task motivation, specifically their self-efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.

背景：真实世界的问题在数学教学中非常重要，但它们并不一定能激发学生的任务动机。通过（1）将问题与学生的共同生活环境相匹配（情境个性化）和（2）让学生提出自己的问题（主动个性化）来个性化现实世界中的问题，可能是提高学生任务动机的两种干预措施。目的：在本研究中，我们调查了情境个性化和主动个性化对学生的自我效能期望、内在价值、实现价值、效用价值和成本的影响：参与者为 28 名五、六年级学生，他们自愿参加了一个为期 6 个月的课后活动，在活动中他们提出了一些问题，目的是在自己的家乡创建一个数学步行街：在课后活动结束时，学生们对自己提出的与家乡相关的四个问题、同伴提出的与家乡相关的四个问题以及教师提出的与陌生地点相关的四个问题的自我效能预期和任务价值进行了评价：学生对主动个性化问题的自我效能预期、内在价值、实现价值和效用价值均高于非个性化问题。在较小程度上，情境个性化促进了内在价值和实现价值。结论：主动个性化（即要求学生提出自己的实际问题）适合提高学生的任务动机，特别是他们的自我效能期望、内在价值、成就价值和效用价值。情境个性化仍能提高学生的内在价值和成就价值。讨论了在课堂教学中的实施。

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引用次数: 0

First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment 大学一年级学生的成就情绪：采用聚类分析方法了解出勤率和成绩的变化。

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-02 DOI: 10.1111/bjep.12650

Stephen R. Earl, Daniel Bishop, Kirsty Miller, Ellie Davison, Lynn Pickerell

Background

Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance.

Aims

The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment.

Sample

Participants were 294 first-year undergraduate students from a university in the United Kingdom (M_age = 19.33 years; 127 men; 162 women).

Methods

Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.

Results

Four emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group.

Conclusions

The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

背景：学生在大学的最初经历往往决定了他们的出勤率和学习成绩。对一些学生来说，大学是一段积极的经历，而另一些学生则似乎在挣扎，情绪较为消极。研究目的：本研究旨在根据学生的成就情绪来识别不同的学生群体，并探讨这些群体在大学出勤率和学业成绩方面是否存在差异。假设至少有三种情绪特征（积极的、温和的、消极的），其中积极的特征预计会表现出最高的出勤率和学习成绩：参与者为英国一所大学的 294 名一年级本科生（年龄 = 19.33 岁；127 名男生；162 名女生）：方法：学生们完成了八种一般学习成就情绪的自我报告测量。从官方记录中收集了出勤和学习成绩数据。对学生的成就情绪进行了层次聚类分析。协方差分析探讨了出勤率和成绩方面的差异：出现了四种情绪特征：积极情绪、温和情绪、消极情绪和混合情绪（既有积极情绪又有消极情绪）。与中度情绪组和消极情绪组相比，积极情绪组和混合情绪组的出勤率同样高。积极情绪组的学习成绩高于混合情绪组和消极情绪组，但不高于中度情绪组：研究结果凸显了大学一年级学生的不同情绪体验，以及同时存在的积极和消极激活情绪。这些证据可能对教育工作者了解学生情绪、出勤率和学业成绩的变化具有实用价值。

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引用次数: 0

Error climate and alienation from teachers: A longitudinal analysis in primary school. 错误氛围与疏远教师：小学纵向分析

IF 3.7 2区心理学 Q1 Social Sciences

British Journal of Educational Psychology

Pub Date : 2024-01-02 DOI: 10.1111/bjep.12659

Gabriele Steuer, Alyssa L Grecu, Julia Mori

Background: Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student-teacher relationships.

Aims: The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.

Samples: We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (N = 406 students in 29 classes in Switzerland and N = 345 students in 39 classes in Luxembourg).

Methods: For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).

Results: For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.

Conclusions: The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.

背景：处理课堂上的错误是教学质量的一个重要方面，对学生处理错误、学习和成绩有多重影响。关于错误氛围的现有文献表明，有关感知到的错误氛围对师生关系等社会方面的影响的研究很少。目的：本纵向研究旨在探讨错误氛围与疏远教师之间的关系：我们在小学阶段的两个测量点（2017年五年级和2018年六年级）和两个样本（瑞士29个班级的406名学生和卢森堡39个班级的345名学生）进行了研究：为了仔细研究T1阶段的错误氛围对T2阶段疏远教师的影响，我们采用了分层线性建模法（学生嵌套在教室内）：结果表明，在两个样本中，T1 阶段积极的错误氛围预示着 T2 阶段对教师的疏远程度较低。我们还发现了共同错误氛围对疏远教师的影响：研究结果提供了实证证据，证明了改善课堂错误处理方式以防止学生疏远教师的重要性。

{"title":"Error climate and alienation from teachers: A longitudinal analysis in primary school.","authors":"Gabriele Steuer, Alyssa L Grecu, Julia Mori","doi":"10.1111/bjep.12659","DOIUrl":"https://doi.org/10.1111/bjep.12659","url":null,"abstract":"<p><strong>Background: </strong>Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student-teacher relationships.</p><p><strong>Aims: </strong>The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.</p><p><strong>Samples: </strong>We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (N = 406 students in 29 classes in Switzerland and N = 345 students in 39 classes in Luxembourg).</p><p><strong>Methods: </strong>For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).</p><p><strong>Results: </strong>For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.</p><p><strong>Conclusions: </strong>The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139089362","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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