Traditionally, research in educational psychology had overlooked teachers' motivations and emotions, focusing on students. This has changed markedly in the last 20 years, when recent studies have made rapid strides to study the motivations and emotions of teachers too, as documented in the contributions to this Special Issue. In this concluding article, I discuss four of the included articles focussed on teacher emotions, indicating directions for future research.
Results
The four studies showcase state-of-the-art analyses of teachers' situation-specific state emotions in relation to a range of correlates, incorporating observations and student reports additional to data from teachers across the contexts of Switzerland and Germany, Taiwan, Finland and Austria. They collectively attest to the importance of teachers' emotions in the teaching and learning enterprise. However, some of the studies used small samples or cross-sectional designs, and not all of the findings were consistent.
Future Directions
To inform theory and practice concerning the role of teacher emotions in teaching quality—the goal of this Special Issue—I recommend that we need to build the knowledge base in three key areas. First, which emotions are most influential, for what aspects of teaching quality? Second, by what processes do emotions affect teaching quality (and thereby student outcomes)? Third, how are teacher emotions shaped and how could they be shaped? To this end, it may be helpful for future studies to focus on causal designs, sufficiently powered samples of participants and timepoints, multiple informants, indicators for precise measurement and broadened emic and etic contextual aspects.
{"title":"Mapping the emotional landscape of teaching and learning","authors":"Helen M. G. Watt","doi":"10.1111/bjep.70018","DOIUrl":"10.1111/bjep.70018","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Traditionally, research in educational psychology had overlooked teachers' motivations and emotions, focusing on students. This has changed markedly in the last 20 years, when recent studies have made rapid strides to study the motivations and emotions of teachers too, as documented in the contributions to this Special Issue. In this concluding article, I discuss four of the included articles focussed on teacher emotions, indicating directions for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The four studies showcase state-of-the-art analyses of teachers' situation-specific state emotions in relation to a range of correlates, incorporating observations and student reports additional to data from teachers across the contexts of Switzerland and Germany, Taiwan, Finland and Austria. They collectively attest to the importance of teachers' emotions in the teaching and learning enterprise. However, some of the studies used small samples or cross-sectional designs, and not all of the findings were consistent.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Future Directions</h3>\u0000 \u0000 <p>To inform theory and practice concerning the role of teacher emotions in teaching quality—the goal of this Special Issue—I recommend that we need to build the knowledge base in three key areas. First, <i>which</i> emotions are most influential, for what <i>aspects</i> of teaching quality? Second, by what <i>processes</i> do emotions affect teaching quality (and thereby student outcomes)? Third, how are teacher emotions shaped and how <i>could</i> they be shaped? To this end, it may be helpful for future studies to focus on causal designs, sufficiently powered samples of participants and timepoints, multiple informants, indicators for precise measurement and broadened emic and etic contextual aspects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 S1","pages":"S212-S219"},"PeriodicalIF":3.6,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800854","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}
Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods.
Aims
This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured.
Methods
Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research.
Results
Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items.
Conclusions
Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.
{"title":"The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review","authors":"Raechel Smart, Dawn Adams, Kate Simpson","doi":"10.1111/bjep.70015","DOIUrl":"10.1111/bjep.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"286-305"},"PeriodicalIF":3.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776784","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}
The rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large language models (LLMs) have been employed to classify teachers' motivational messages, offering novel, less labour-intensive approaches for classification.
Aims
Building on these recent developments, this work presents a comprehensive literature overview exploring the applications, potential, and limitations of using LLMs to classify teachers' motivational messages.
Results
The present comprehensive literature overview indicates that the use of LLMs for classifying teachers' motivational messages is a promising yet still emerging field of research. Recent studies have applied LLMs in innovative ways, drawing on established motivational theories and employing novel classification techniques, such as zero-shot and few-shot prompting or fine-tuning, to classify motivational messages. Open questions remain, particularly concerning the structure, quantity, and quality of annotated material.
Discussion
Whereas recent studies have demonstrated the potential of LLMs to offer scalable and time-efficient alternatives for classifying motivational messages in the classroom, several challenges persist. These include concerns related to the quality and quantity of training data, model generalisability, the ability to capture the complexity of classroom interactions, and biases involved in integrating LLMs as a classification method. This comprehensive literature overview provides practical recommendations for the responsible use of LLMs in educational research and school practice.
{"title":"The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research","authors":"Olivia Metzner, Yindong Wang, Gerard de Melo, Wendy Symes, Yizhen Huang, Rebecca Lazarides","doi":"10.1111/bjep.70013","DOIUrl":"10.1111/bjep.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large language models (LLMs) have been employed to classify teachers' motivational messages, offering novel, less labour-intensive approaches for classification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Building on these recent developments, this work presents a comprehensive literature overview exploring the applications, potential, and limitations of using LLMs to classify teachers' motivational messages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The present comprehensive literature overview indicates that the use of LLMs for classifying teachers' motivational messages is a promising yet still emerging field of research. Recent studies have applied LLMs in innovative ways, drawing on established motivational theories and employing novel classification techniques, such as zero-shot and few-shot prompting or fine-tuning, to classify motivational messages. Open questions remain, particularly concerning the structure, quantity, and quality of annotated material.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Whereas recent studies have demonstrated the potential of LLMs to offer scalable and time-efficient alternatives for classifying motivational messages in the classroom, several challenges persist. These include concerns related to the quality and quantity of training data, model generalisability, the ability to capture the complexity of classroom interactions, and biases involved in integrating LLMs as a classification method. This comprehensive literature overview provides practical recommendations for the responsible use of LLMs in educational research and school practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"14-31"},"PeriodicalIF":3.6,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776875","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}
Mark A. Elliott, Allan McGroarty, David J. Robertson, Hazel P. Anderson
<div> <section> <h3> Background</h3> <p>A volitional help sheet (VHS) is an intervention that promotes the formation of implementation intentions. Research has established that VHSs can change a range of behaviours, including increased attendance at online university lectures. However, research has not yet tested whether VHSs can increase attendance at on-campus lectures. Additionally, no studies have explicitly tested the extent to which memory improvement techniques can increase the efficacy of VHSs, nor have they tested the dependence of VHSs on memory. However, models of memory dictate that rehearsal of specified implementation intentions should boost their efficacy and that their efficacy should depend on memory ability.</p> </section> <section> <h3> Aims</h3> <p>To test whether: (1) a VHS can increase university students' attendance at on-campus lectures; (2) the efficacy of the VHS could be boosted with an encoding facilitation task requiring rehearsal (articulatory and elaborative) of implementation intentions; and (3) memory ability moderates the effects of the VHS on lecture attendance.</p> </section> <section> <h3> Materials and Methods</h3> <p>Students enrolled in an undergraduate Psychology degree programme (<i>N</i> = 252) completed online measures of goal intention to attend lectures and both self-reported and objective memory ability. These students were subsequently randomised to receive a VHS only, a VHS plus encoding facilitation or a control intervention, designed to increase lecture attendance.</p> </section> <section> <h3> Results</h3> <p>Both VHS conditions attended a greater proportion of lectures over the following 11-week teaching semester than did the control condition. There was no difference in lecture attendance rates between the VHS only and VHS plus encoding facilitation conditions. Memory ability did not moderate the effects of the VHS on lecture attendance rates.</p> </section> <section> <h3> Discussion and Conclusion</h3> <p>The VHS was efficacious at increasing on-campus university lecture attendance. There was no evidence that the encoding facilitation task boosted the effects of the VHS or that the efficacy of the VHS was dependant on memory ability. VHSs are likely to constitute useful interventions for increasing university students' attendance at on campus lectures. Further research could usefully test the efficacy of memory improvement techniques and the dependency of VHSs in samples with memory difficultie
{"title":"Using a volitional help sheet to increase university students' attendance at on-campus lectures: A randomized controlled trial","authors":"Mark A. Elliott, Allan McGroarty, David J. Robertson, Hazel P. Anderson","doi":"10.1111/bjep.70014","DOIUrl":"10.1111/bjep.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A volitional help sheet (VHS) is an intervention that promotes the formation of implementation intentions. Research has established that VHSs can change a range of behaviours, including increased attendance at online university lectures. However, research has not yet tested whether VHSs can increase attendance at on-campus lectures. Additionally, no studies have explicitly tested the extent to which memory improvement techniques can increase the efficacy of VHSs, nor have they tested the dependence of VHSs on memory. However, models of memory dictate that rehearsal of specified implementation intentions should boost their efficacy and that their efficacy should depend on memory ability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To test whether: (1) a VHS can increase university students' attendance at on-campus lectures; (2) the efficacy of the VHS could be boosted with an encoding facilitation task requiring rehearsal (articulatory and elaborative) of implementation intentions; and (3) memory ability moderates the effects of the VHS on lecture attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Students enrolled in an undergraduate Psychology degree programme (<i>N</i> = 252) completed online measures of goal intention to attend lectures and both self-reported and objective memory ability. These students were subsequently randomised to receive a VHS only, a VHS plus encoding facilitation or a control intervention, designed to increase lecture attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both VHS conditions attended a greater proportion of lectures over the following 11-week teaching semester than did the control condition. There was no difference in lecture attendance rates between the VHS only and VHS plus encoding facilitation conditions. Memory ability did not moderate the effects of the VHS on lecture attendance rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion and Conclusion</h3>\u0000 \u0000 <p>The VHS was efficacious at increasing on-campus university lecture attendance. There was no evidence that the encoding facilitation task boosted the effects of the VHS or that the efficacy of the VHS was dependant on memory ability. VHSs are likely to constitute useful interventions for increasing university students' attendance at on campus lectures. Further research could usefully test the efficacy of memory improvement techniques and the dependency of VHSs in samples with memory difficultie","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"96 1","pages":"270-285"},"PeriodicalIF":3.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12879521/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762263","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}
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}
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