British Journal of Educational Psychology最新文献_第7页

Revealing teaching quality through lesson semantics: A GPT-assisted analysis of transcripts 通过课程语义揭示教学质量：gpt辅助的成绩单分析。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-06-10 DOI: 10.1111/bjep.70001

Richard Göllner, Rebecca Lazarides, Philipp Stark

Background

Existing conceptions of teaching quality assume that classroom interactions serve as the foundation for effective teaching. The resulting data necessitates analytical approaches capable of extracting the semantics of these interactions.

Aim

This study investigates whether and to what extent lesson semantics provide insights into teaching quality (i.e., cognitive engagement, encouragement and warmth, multiple approaches, and the nature of discourse). To achieve this, GPT-4 was applied as a tool for analysing lesson transcripts.

Sample

The study is based on data from the TALIS Video study, which included N = 50 teachers delivering two consecutive mathematics lessons in 9th grade. Teaching quality was annotated by trained observers across multiple dimensions.

Method

The analysis involved embedding segmented lesson transcripts to examine their semantic characteristics and associations with human annotations of teaching quality. Additionally, we applied content-informed prompting to evaluate the interpretability of semantic characteristics for the considered dimensions.

Results

GPT-4 identified five distinct semantic representations of transcripts, varying at both the teacher and lesson levels. These representations were related to teaching quality, accounting for up to 20% of variance in teaching quality annotations. Content-informed prompting aligned lesson segments more closely with semantic representations, supporting their interpretability.

Conclusion

The findings suggest that lesson semantics serve as indicators of teaching quality, offering a promising approach to understanding effective classroom learning.

背景：现有的教学质量观念认为课堂互动是有效教学的基础。结果数据需要能够提取这些交互语义的分析方法。目的：本研究探讨课程语义是否以及在多大程度上对教学质量（即认知参与、鼓励和温暖、多种方法和话语性质）提供见解。为了实现这一目标，GPT-4被用作分析课程成绩单的工具。样本：该研究基于TALIS视频研究的数据，其中包括N = 50名9年级连续两节数学课的教师。由训练有素的观察员从多个维度对教学质量进行注释。方法：采用嵌入分段式课文文本的分析方法，考察其语义特征及其与教学质量人工标注的关联。此外，我们应用内容通知提示来评估所考虑维度的语义特征的可解释性。结果：GPT-4确定了五种不同的文本语义表示，在教师和课程水平上都有所不同。这些表示与教学质量有关，占教学质量注释方差的20%。内容通知提示将课程片段与语义表示更紧密地对齐，支持其可解释性。结论：研究结果表明，课堂语义学可以作为教学质量的指标，为理解有效的课堂学习提供了一种有希望的方法。

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引用次数: 0

Peer cooperation and competition are both positively linked with mastery-approach goals: An achievement goal perspective 同伴合作和竞争都与掌握方法目标呈正相关：成就目标视角。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-06-09 DOI: 10.1111/bjep.12784

Yikang Chen, Jiajing Li, Harold Chui, Ronnel B. King

Background

Research on the predictors of mastery-approach goals has focused primarily on the role of internal psychological and teacher-related factors. However, the role of one's peers, specifically peer cooperation and competition, has seldom been explored.

Aims

Peer cooperation and competition could be studied at either the individual- or school-level. The present study examined whether individual-level and school-level peer cooperation and competition were associated with mastery-approach goals.

Sample

Data came from 565,732 students nested within 20,227 schools across 75 countries.

Methods

Doubly latent multilevel structural equation modelling was used. We modelled peer cooperation and competition at both the individual and school levels.

Results

In line with expectations, both individual-level and school-level peer cooperation were positively associated with mastery-approach goals. Surprisingly, individual and school-level peer competition were also positively linked with mastery-approach goals. It seems that viewing competition as purely maladaptive might be an oversimplification, as competition among peers might also facilitate self-improvement and mastery.

Conclusion

This study highlights the importance of peers in students' pursuit of mastery-approach goals. Furthermore, it emphasizes the importance of peer cooperation and the need for a more nuanced consideration of peer competition.

背景：对掌握接近目标的预测因素的研究主要集中在内部心理因素和教师相关因素的作用上。然而，一个人的同伴的作用，特别是同伴的合作和竞争，很少被探索。目的：同伴合作和竞争可以在个人或学校层面进行研究。本研究考察了个人水平和学校水平的同伴合作和竞争是否与掌握方法目标有关。样本：数据来自75个国家20227所学校的565732名学生。方法：采用双潜多水平结构方程模型。我们模拟了个人和学校层面的同伴合作和竞争。结果：与预期一致，个人层面和学校层面的同伴合作都与掌握方法目标呈正相关。令人惊讶的是，个人和学校层面的同伴竞争也与掌握方法目标呈正相关。将竞争视为纯粹的适应不良似乎过于简单化了，因为同龄人之间的竞争也可能促进自我完善和掌握。结论：本研究强调同伴在学生追求掌握方法目标中的重要性。此外，它还强调了同伴合作的重要性以及更细致地考虑同伴竞争的必要性。

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引用次数: 0

Research-practice partnerships in education: Benefits, challenges, methodological considerations and key enablers for change 教育中的研究与实践伙伴关系：利益、挑战、方法考虑和变革的关键推动因素。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-05-29 DOI: 10.1111/bjep.12785

Sarah McGeown, Simon Sjölund

Background

Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized gap between research and practice. Within the context of education, research-practice partnerships draw upon the knowledge, expertise and experience of researchers and practice professionals with the aim of co-producing methodologically robust and educationally relevant research aligned with priorities of practice. Over the last decade, this methodological approach has been gaining traction, yet it is not without its challenges and methodological considerations, which need to be understood and carefully navigated as this trajectory seems set to continue.

Aims

This article reviewed the benefits, challenges and methodological considerations associated with research-practice partnerships, and proposes four key enablers—infrastructure, funding, training and incentives—for research-practice partnerships to be optimally introduced, embedded and sustained.

Methods

Drawing upon the research literature and diverse examples of infrastructure, funding, training and incentives across different European contexts, specifically Sweden, Norway, Germany, England and Scotland, this article aimed to synthesize academic and real-world insights to advance knowledge and thinking in this area.

Conclusions

This article provides a contemporary account of key enablers that can initiate, develop, and sustain research-practice partnerships, drawing on insights from the research literature and illustrative examples of existing structures. In doing so, it aims to make a significant contribution to knowledge, thinking and potentially practice, as we work more collectively and productively together to reduce education inequalities and improve the educational experiences and outcomes of children and young people.

背景：研究-实践伙伴关系反映了研究人员和以实践为基础的专业人员之间的合作，共同产生新的研究知识，经常被引用为缩小广泛认可的研究与实践之间差距的一种方式。在教育的背景下，研究-实践伙伴关系利用研究人员和实践专业人员的知识、专业知识和经验，目的是共同生产方法上可靠的、与教育相关的研究，与实践的优先事项保持一致。在过去的十年中，这种方法方法已经获得了牵引力，但它并非没有挑战和方法上的考虑，需要理解和仔细导航，因为这一轨迹似乎将继续下去。目的：本文回顾了与研究-实践伙伴关系相关的好处、挑战和方法考虑，并提出了四个关键的使能因素——基础设施、资金、培训和激励——以最佳方式引入、嵌入和维持研究-实践伙伴关系。方法：借鉴研究文献和不同欧洲背景下的基础设施、资金、培训和激励措施的不同例子，特别是瑞典、挪威、德国、英格兰和苏格兰，本文旨在综合学术和现实世界的见解，以推进这一领域的知识和思维。结论：本文根据研究文献和现有结构的说明性例子的见解，提供了可以启动、发展和维持研究-实践伙伴关系的关键促成因素的当代描述。在此过程中，它旨在为知识、思维和潜在的实践做出重大贡献，因为我们将更加集体和富有成效地共同努力，减少教育不平等，改善儿童和青少年的教育经历和成果。

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引用次数: 0

Perceived peer support, motivational self-regulation and academic achievement in adolescents 感知同伴支持、动机自我调节与青少年学业成就。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-05-19 DOI: 10.1111/bjep.12783

E. Villar, E. Real-Deus, Z. Martínez-López, M. E. Mayo, C. Tinajero

Background

According to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.

Aims

We aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassurance of worth from peers and academic achievement in adolescents.

Sample and Methods

A total of 463 students enrolled in compulsory secondary education were recruited for the study. The students completed self-report measures of perceived social support and motivational self-regulation strategies, and their academic grades were noted. The data obtained were examined by regression mediational analysis.

Results

Overall, peer support had a significant effect on self-regulated motivation. Several motivational regulation strategies had a mediating effect on the relationship between perceived support from peers and academic achievement.

Conclusions

Considering the nature of the mediational strategies, peers seem to encourage autonomous types of regulation and address the lack of motivation in students. Thus, in the light of our findings, peer support must be considered in creating a classroom climate that is conducive to engagement and learning.

背景：根据自我决定理论，学生对相关性、能力和自主性等基本心理需求的满足是动机自我调节的必要基础。期望支持性的学术环境能够满足这些基本需求。目的：探讨动机自我调节策略在青少年情绪支持、同伴价值保证、同伴指导与学业成就之间的中介作用。样本与方法：选取463名初中义务教育在校生进行研究。学生完成了感知社会支持和动机自我调节策略的自我报告测量，并记录了他们的学业成绩。所得数据采用回归中介分析进行检验。结果：总体而言，同伴支持对自我调节动机有显著影响。几种动机调节策略对同伴支持感知与学业成绩之间的关系有中介作用。结论：考虑到中介策略的性质，同伴似乎鼓励自主类型的监管，并解决学生缺乏动机的问题。因此，根据我们的研究结果，在创造有利于参与和学习的课堂气氛时，必须考虑同伴支持。

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引用次数: 0

Does working memory moderate the effect of fading on math performance? 工作记忆是否能缓和记忆衰退对数学成绩的影响？

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-05-06 DOI: 10.1111/bjep.12781

Dana Miller-Cotto, Josh Medrano

Background

Cognitive load theory suggests that novice learners may have limited working memory capacity; thus, difficult materials may impose cognitive load and prevent learning. To remedy this, proponents have suggested using various forms of worked examples to reduce cognitive load, such as fading or sequentially removing steps of a problem until the learner is solving it on their own. However, it's unclear how working memory may moderate the effect of these instructional strategies.

Aims

This study examined whether working memory influences performance on faded worked examples.

Methods

In the current study, 6th-grade participants (N = 114) were randomly assigned to (1) worked examples with self-explanation prompts, (2) fading with self-explanation prompts, (3) fading, and finally (4) problem-solving only conditions and assigned three links of homework (pretest, 3 days of the intervention, posttest) on geometry problems. An online computer tutor, ASSISTments, administered assignments.

Results

Results indicated significant differences in posttest performance amongst conditions, with fading demonstrating the largest effect sizes from pre to posttest. Further, only prior knowledge moderated the effect of fading.

Conclusions

Findings regarding theory and practical implications are discussed, such as specific recommendations for designing materials with working memory in mind.

背景：认知负荷理论认为初学者的工作记忆容量可能有限；因此，困难的材料可能会增加认知负荷，阻碍学习。为了解决这个问题，支持者建议使用各种形式的工作示例来减少认知负荷，例如淡化或顺序删除问题的步骤，直到学习者自己解决它。然而，目前还不清楚工作记忆如何调节这些教学策略的效果。目的：本研究考察工作记忆是否对褪色样例的表现有影响。方法：在本研究中，六年级的参与者（N = 114）被随机分配到(1)有自我解释提示的工作实例，(2)有自我解释提示的消退，(3)消退，最后(4)只解决问题的条件下，并分配了三个环节的几何问题作业（前测，干预3天，后测）。在线电脑导师，助教，管理作业。结果：结果表明，在不同的条件下，测试后的表现有显著差异，从测试前到测试后，衰退显示出最大的效应量。此外，只有先验知识可以调节记忆衰退的影响。结论：讨论了研究结果的理论和实践意义，例如设计工作记忆材料的具体建议。

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引用次数: 0

Team teachers' lesson-specific emotions and perceived instructional quality—Results of a diary study 团队教师的课专情绪与感知教学质量——日记研究的结果。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-05-03 DOI: 10.1111/bjep.12782

Gerda Hagenauer, Franziska Muehlbacher, Christoph Helm, Christoph Weber

Background

Team teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.

Aim

Therefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillover effects can be observed from one lesson to the next.

Sample

Forty-seven Austrian teachers participated in this longitudinal study, producing a total of 652 diary entries.

Methods

The teachers wrote diary entries after each team-teaching lesson. They rated their positive and negative affect, as well as four indicators of instructional quality (i.e., time management, clarity, differentiation and teacher–student relationship).

Results

Clear links between teachers' affect and the perceived instructional quality were found at the within-person level. The associations were less strong at the between-person level. Spillover effects were also found, confirming the reciprocity of affect and teaching behavior.

Conclusions

Emotions are evoked not only by students but also by team-teaching partners. It is therefore important to provide teachers who engage in team teaching with training on socioemotional skills (e.g., conflict management, emotional communication).

背景：团队教学是许多学校的普遍做法。然而，关于教师团队教学伙伴所引发的积极和消极影响与（感知）教学质量之间的关系，缺乏实证证据。目的：因此，我们的目标是调查积极和消极影响在情境（即特定课程）水平上与教学质量相关指标的相关性，以及是否可以从一个课程到下一个课程观察到溢出效应。样本：47名奥地利教师参与了这项纵向研究，共产生了652篇日记。方法：教师在每次小组教学结束后写日记。他们对自己的积极影响和消极影响进行了评分，并对教学质量的四个指标（即时间管理、清晰度、差异化和师生关系）进行了评分。结果：教师情感与感知教学质量之间存在明显的内在联系。这种联系在人际层面上就不那么强烈了。此外，还发现了溢出效应，证实了情感与教学行为的互惠性。结论：情绪不仅被学生所唤起，而且被团队教学伙伴所唤起。因此，为从事团队教学的教师提供社会情感技能（如冲突管理、情感沟通）培训是很重要的。

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引用次数: 0

The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education 学业威胁评估比率量表（ATARS）：对高等教育成就、学业进步和留校率的洞察。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-05-03 DOI: 10.1111/bjep.12780

Simon Cassidy

Background

Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appraisal, particularly using self-report measures, has been the subject of limited investigation in applied higher educational contexts.

Aims

The study explored the potential of self-report academic threat appraisal to explain academic progression and drop out in first-year students and investigated associations between self-report academic threat appraisal and relevant non-cognitive factors.

Sample

The sample comprised 186 first-year undergraduate university students.

Method

Students completed a newly adapted self-report threat appraisal measure, the Academic Threat Appraisal Ratio Scale (ATARS), at the beginning of their degree course. End-of-year grade point average and academic progression were also measured along with self-report measures of academic self-efficacy, academic resilience, grit, and mindset.

Results

Findings revealed that a significantly greater proportion of students eliciting a challenge state progressed at first attempt, and of those students failing to progress at first attempt, a significantly greater proportion had elicited a threat state (χ² (1) = 4.445, p = .035). Furthermore, academic threat appraisal was identified as a significant predictor of academic progression, while academic self-efficacy was identified as a significant predictor of academic threat appraisal.

Conclusions

Evidence supports self-report academic threat appraisal as a significant factor in student attainment and academic progression in higher education, suggesting that the ATARS offers a relatively simple, valid, and scalable tool for early screening of students, enabling targeted student support.

背景：以往的研究考察了威胁评估和压力对人类绩效的影响，得出的结论是挑战状态比威胁状态导致更好的绩效。尽管有潜力，威胁评估，特别是使用自我报告的方法，在高等教育的应用中一直是有限调查的主题。目的：探讨自我报告学业威胁评价对一年级学生学业进步和退学的解释潜力，并探讨自我报告学业威胁评价与相关非认知因素的关系。样本：样本包括186名本科一年级学生。方法：学生在学位课程开始时完成一项新采用的自我报告威胁评估量表——学业威胁评估比率量表（ATARS）。年终平均成绩和学业进展，以及学业自我效能、学业弹性、毅力和心态的自我报告也被测量。结果：第一次进入挑战状态的学生比例显著高于第一次进入挑战状态的学生比例，第一次未进入挑战状态的学生比例显著高于第一次进入威胁状态的学生比例（χ2 (1) = 4.445, p = 0.035）。此外，学业威胁评价是学业进步的显著预测因子，而学业自我效能感是学业威胁评价的显著预测因子。结论：证据支持自我报告学业威胁评估是高等教育中学生成绩和学业进步的重要因素，表明ATARS为早期筛选学生提供了一个相对简单、有效和可扩展的工具，从而实现有针对性的学生支持。

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引用次数: 0

A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech 职前教师自我效能感及其动机信息：基于大语言模型的教师言语分类

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-04-28 DOI: 10.1111/bjep.12779

Olivia Metzner, Yindong Wang, Wendy Symes, Yizhen Huang, Lena Keller, Gerard de Melo, Rebecca Lazarides

Background

Recent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our understanding of the relation between various teacher characteristics, such as teacher self-efficacy (TSE), and their motivational message use remains limited.

Aims

Our study tested whether teacher speech can be classified into self-determination (SDT)-based motivational messages and reliably assessed with a large language model (LLM). Additionally, we analysed the relation between pre-service TSE and their motivational message use.

Sample

For our first aim, we used human-rater annotations from 119 pre-service teachers' classroom recordings. For our second aim, we used data from 103 pre-service teachers (52.69% female; M_age = 22.98, SD_age = 3.26, Min_age = 19, Max_age = 34) who participated in a survey and were video-recorded while teaching.

Methods

First, we manually classified pre-service teachers' motivational messages based on transcripts and used human-rater annotations to fine-tune an LLM. Second, we analysed the relation between pre-service TSE and motivational message use.

Results and Conclusions

The fine-tuned LLM demonstrated promising performance in assessing SDT-based motivational messages but needs further refining to assess thwarting messages. The analysis with human annotation showed that pre-service TSE for classroom management positively affected the frequency of relatedness-supportive messages. Pre-service TSE for student engagement increased the likelihood of never using a competence- or relatedness-thwarting message. Pre-service TSE for instructional strategies reduced the frequency of autonomy-supportive messages. LLM-based analyses showed slightly different results but did not contradict human annotation-based analyses.

背景：最近的研究调查了教师动机、动机信息和学生学习之间的关系，但主要使用调查数据，仅限于与成就相关的背景。此外，我们对教师的各种特征，如教师自我效能感（TSE）与其激励信息使用之间的关系的理解仍然有限。目的：本研究检验教师言语是否可以被分类为基于自我决定（SDT）的动机信息，并可靠地用大语言模型（LLM）进行评估。此外，我们还分析了职前TSE与其动机信息使用的关系。样本：对于我们的第一个目标，我们使用了119名职前教师课堂录音中的人工评注。对于第二个目标，我们使用了103名职前教师(52.69%为女性；Mage = 22.98, SDage = 3.26, Minage = 19, Maxage = 34)，他们参加了一项调查，并在教学时进行了录像。方法：首先，我们基于文本对职前教师的激励信息进行人工分类，并使用人工评注对LLM进行微调。其次，我们分析了职前TSE与激励信息使用的关系。结果和结论：经过微调的LLM在评估基于sdt的激励信息方面表现出了良好的表现，但需要进一步改进以评估挫败性信息。人工注释分析显示，职前课堂管理TSE对关联支持讯息的频率有正向影响。针对学生参与的职前TSE增加了从不使用阻碍能力或关系的信息的可能性。教学策略的职前TSE降低了自主支持信息的频率。基于法学硕士的分析结果略有不同，但与基于人类注释的分析结果并不矛盾。

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引用次数: 0

Relations between university teachers' teaching-related coping strategies and well-being over time: A cross-lagged panel analysis 大学教师教学应对策略与幸福感的关系：一个交叉滞后的面板分析。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-04-23 DOI: 10.1111/bjep.12777

Kristina Stockinger, Martin Daumiller, Markus Dresel

Background

University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight into potential causes and consequences of faculty well-being is limited. This includes insight into relations between different coping strategies and well-being.

Aims

We studied the interplay of different strategies for coping with teaching-related stress with university teachers' well-being over the course of one semester.

Sample

Participants were 489 German university teachers (age: M = 41.1 years, SD = 11.4) from 34 universities. Their demographics were characteristic of German university staff.

Methods

Participants reported on their use of task-oriented, emotion-oriented and avoidance-oriented coping to manage teaching-related stress and on their subjective well-being (positive and negative affect; job satisfaction) at the beginning (T1: November) and end (T2: February) of the winter 2020/2021 term. Interrelations were examined via cross-lagged panel analysis.

Results

Task-oriented coping was positively related to the slope of changes in positive affect, and vice versa, over time. Emotion-oriented coping (rumination) was positively related to the slope of changes in negative affect, and negatively related to the slope of changes in positive affect and job satisfaction. Negative affect was positively related to the slope of changes in avoidance-oriented coping.

Conclusions

The findings provide directions for further developing supportive measures for promoting well-being in university teaching staff by highlighting the relevance of different coping strategies as causes and consequences thereof. Task-oriented coping may be particularly adaptive for well-being: at the same time, interventions aiming to promote well-being may also facilitate task-oriented coping behaviours.

背景：大学教师幸福感对其生产力和教育效果起着至关重要的作用。除了人口统计和制度/环境相关的横断面研究外，对教师福利的潜在原因和后果的洞察有限。这包括对不同应对策略和幸福感之间关系的洞察。目的：在一学期的教学过程中，研究不同的教学压力应对策略与大学教师幸福感的相互作用。样本：参与者为来自34所大学的489名德国大学教师（年龄：M = 41.1岁，SD = 11.4）。他们的人口结构是德国大学工作人员的特征。方法：报告被试在处理教学相关压力时使用任务导向、情绪导向和回避导向的应对方式，以及主观幸福感(积极影响和消极影响；工作满意度)在2020/2021冬季学期开始（T1: 11月）和结束（T2: 2月）。相互关系通过交叉滞后面板分析进行检验。结果：任务导向的应对与积极情绪变化斜率呈正相关，反之亦然。情绪导向的应对（反刍）与消极情绪变化斜率正相关，与积极情绪变化斜率和工作满意度负相关。负性情绪与回避导向应对变化斜率呈正相关。结论：研究结果强调了不同应对策略的因果关系，为进一步制定促进大学教职员工幸福感的支持措施提供了方向。任务导向的应对可能特别适合于幸福：同时，旨在促进幸福的干预措施也可能促进任务导向的应对行为。

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引用次数: 0

Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations 学生动机和教学清晰度：将经验抽样方法数据与客观行为观察联系起来。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-04-18 DOI: 10.1111/bjep.12775

Alina Oschwald, Julia Moeller, Bärbel Kracke, Jaana Viljaranta, Julia Dietrich

Theoretical Background

Previous studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.

Aims and Research Questions

This study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their current motivation with unpublished video recorded data of the same learning situations. We examined how lecturers' instructional clarity predicted states of students' learning motivation.

Sample(s)

One hundred and fifty-five preservice teachers assessed their situated expectancies and task values three times within each weekly 90-minute lecture over the period of 10 weeks. Simultaneously, video recordings of the lecturer were made and coded qualitatively for instructional clarity.

Methods

We then combined students' motivation to lecturers' instructional clarity in the same learning situations. We used cross-classified multilevel models to examine the associations of ESM surveys of students' motivation (level 1; n = 2227), nested in students (level 2a; n = 155), to ratings of lecturers' instructional clarity from videos (level 2b; n = 81).

Results

Our findings indicated that none of the three indicators of instructional clarity (detail of explanation, variation of explanation and logical inconsistency) predicted global measures of motivation at the learning situation level. When exploring further into the facets of motivation, a detailed explanation predicted expectations of success and effort costs.

Relevance

Overall, the idea of combining objective observation and subjective assessments emerged as valuable for adequately mapping complex dynamics in teaching–learning situations.

理论背景：以往的研究表明，学生的学习动机在不同的学习情境中存在差异，并受到情境特征（如教学行为）的影响。我们将教学清晰度作为一个可能影响期望和任务价值的因素。目的和研究问题：本研究结合了先前发表的关于大学生当前学习动机的经验抽样方法（ESM）自我报告数据集和未发表的相同学习情境的视频记录数据。我们研究了讲师的教学清晰性如何预测学生学习动机的状态。样本：155名职前教师在10周的时间里，每周90分钟的讲座中评估他们的情境期望和任务价值三次。同时，制作了讲师的录像，并对其进行了定性编码，以使教学清晰。方法：在相同的学习情境下，我们将学生的动机与讲师的教学清晰度结合起来。我们使用交叉分类的多层模型来检验ESM调查与学生动机的关联(层次1；N = 2227)，嵌套在学生(level 2a；N = 155)，到讲师对视频教学清晰度的评分(2b级；n = 81)。结果：我们的研究结果表明，教学清晰度的三个指标（解释的细节，解释的变化和逻辑不一致）都不能预测学习情境水平上的整体动机测量。当进一步探索动机的各个方面时，详细的解释预测了成功的期望和努力成本。相关性：总体而言，结合客观观察和主观评估的想法对于充分映射教学情境中的复杂动态是有价值的。

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引用次数: 0