British Journal of Educational Psychology最新文献_第9页

Profiles of control, value and achievement emotions in primary school mathematics lessons 小学数学课堂控制情绪、价值情绪和成就情绪的特征。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12768

Wendy Symes, Stephanie Lichtenfeld, Peter Wood, David W. Putwain

Background

Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions—and their associated control and value appraisals—relate to mathematics performance, especially in younger students.

Aims

The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary-school mathematics lessons, and to explore how profile membership related to (ii) mathematics test scores and (iii) gender.

Sample

Our sample comprised 883 students (50% girls, M_age = 9.34 years, SD = .48) from 23 primary schools in England.

Methods

Data were collected longitudinally over one academic year. Students completed mathematics tests at T₁ and T₃, and self-reported their control, value and achievement emotions in mathematics lessons at T₂. A latent profile analysis was conducted to identify profiles of appraisals and emotions. To validate the profiles, T₃ mathematics test scores and gender were included as covariates of profile membership.

Results

Three profiles were identified: The Positive profile, Negative profile and Mixed profile. Students in the Positive profile had significantly higher mathematics test scores at T₃ than students in the Mixed profile. Being a girl increased the likelihood of belonging to the Mixed or Negative profile relative to the Positive profile.

Conclusions

Primary school students' control and value appraisals and achievement emotions co-occur in line with the theoretical assumptions of CVT. Combinations of emotions should be considered when exploring the impact of emotions on student learning and achievement in mathematics.

背景：成就情绪对数学成绩非常重要。目的：本研究的目的是：(i) 确定在小学数学课上体验到的控制、价值和成就情绪（愉快、无聊和焦虑）的异质性特征，并探讨特征成员与(ii) 数学考试成绩和(iii) 性别之间的关系：我们的样本包括来自英格兰 23 所小学的 883 名学生（50% 为女生，年龄 = 9.34 岁，标准差 = .48）：方法：纵向收集一学年的数据。学生在第一学年和第三学年完成数学测试，并在第二学年自我报告他们在数学课上的控制、价值和成就情绪。通过潜在特征分析，确定了评价和情绪的特征。为了验证这些特征，将 T3 数学考试分数和性别作为特征成员的协变量：结果：确定了三种特征：结果：确定了三种特征：积极特征、消极特征和混合特征。正面形象的学生在 T3 阶段的数学考试成绩明显高于混合形象的学生。作为女生，相对于积极型而言，属于混合型或消极型的可能性更大：小学生的控制和价值评价与成就情绪同时出现，符合 CVT 的理论假设。在探索情绪对学生数学学习和成绩的影响时，应考虑情绪的组合。

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引用次数: 0

Teacher empathy messages: The role of teacher enthusiasm and student outcomes 教师共情信息：教师热情和学生成绩的作用。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12766

Elisa Santana-Monagas, Juan L. Núñez, Jaime León

Background

Recent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their demonstration of an understanding students' context, appraisals and emotions. Moreover, reaching an understanding on how teacher motivation might shape their instructional practices (i.e., messages) and these student outcomes is also crucial.

Aim

This study aimed to develop a framework of teachers' empathy messages, examined their use of across the academic year, and how contextual classroom characteristics, teachers' enthusiasm and students' grades related to their usage.

Sample

Participants included 45 teachers and 1370 students distributed in 66 classrooms across 24 high schools.

Methods

Teacher empathy messages were assessed through audio recording of teachers' speech during lessons. Messages were extracted from transcriptions with the help of large language models. Teacher enthusiasm was assessed on T1 and T3. Student's grades were collected from academic records at the end of the course (T3).

Results

Overall, the number of students per class increased the number of emotion empathy messages used by the teacher. Teachers' enthusiasm was associated with the number of messages used whereas no significant relation was observed between messages and students' grades.

Conclusions

This study presents a practical framework to assess teacher empathy messages. Findings also highlight how teacher motivation (i.e., enthusiasm) can shape their teaching practices.

背景：近年来的研究越来越关注教师共情在课堂中的作用。然而，由于在其概念和评估中观察到的不一致，这种能力是否是有效教学的关键仍然未知。将同理心研究建立在先前理解情绪的方法上，如控制价值理论，可能是评估教师同理心信息的关键，理解为他们对学生情境、评价和情绪的理解。此外，了解教师动机如何影响他们的教学实践（即信息）和这些学生的成果也至关重要。目的：本研究旨在建立一个教师共情信息的框架，考察其在整个学年的使用情况，以及情境课堂特征、教师热情和学生成绩对其使用的影响。样本：参与者包括45名教师和1370名学生，分布在24所高中的66个教室。方法：通过对教师课堂发言录音，评估教师共情信息。在大型语言模型的帮助下，从转录中提取信息。在T1和T3进行教师积极性评估。学生的成绩是在课程结束时（T3）从学业记录中收集的。结果：总体而言，每班学生人数增加了教师使用情感共情信息的数量。教师的积极性与使用信息的数量有关，而信息与学生的成绩之间没有显著的关系。结论：本研究提出了一个评估教师共情信息的实用框架。研究结果还强调了教师动机（即热情）如何影响他们的教学实践。

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引用次数: 0

Connecting engagement to classroom friendships and popular peers' prosocial behaviour 将参与与课堂友谊和受欢迎的同龄人的亲社会行为联系起来。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-25 DOI: 10.1111/bjep.12770

Jessica E. Kilday, Allison M. Ryan

Background

There are many ways to leverage support from friendships, and it is important for how students engage with learning in the classroom. Further, friendships are embedded within the larger classroom peer group, which might have different norms for prosocial or disruptive behaviour. Few studies have examined how friends support or deter engagement within the context of competing influences from classmates and popular peers.

Aims

This study investigated how early adolescents' classroom friendships were related to their engagement (behaviour, emotion and peer help-seeking). Moreover, whether these associations depended on classmates' and popular peers' behavioural norms.

Sample

Participants were 824 fifth and sixth graders (52% girls, 48% boys, 43% White, 30% Black, 6% Hispanic, 6% Asian and 16% multiracial or other) from 46 classrooms in the United States.

Methods

We used multilevel modelling to examine the associations between students' friendship experiences (best friend quality, reciprocated friendships, social network centrality and prestige), peer group norms (prosocial and disruptive) and students' engagement.

Results

Results showed that the quantity of reciprocated friendships was unrelated to all three types of engagement. However, engagement was positively associated with best friendship quality and with friendship centrality (i.e., being well-connected to many friends). Students' prestige, or being highly desired as a friend, did not diminish behavioural engagement when popularity norms favoured prosocial behaviour.

Conclusions

Findings suggest not all aspects of friendship experiences are equal. For engagement, it is important for students to feel like they have friends in class and to draw attention to the prosocial behaviour of popular peers.

背景：有很多方法可以利用友谊的支持，这对学生如何在课堂上学习很重要。此外，友谊根植于更大的课堂同伴群体中，这可能对亲社会或破坏行为有不同的规范。很少有研究调查在同学和受欢迎的同龄人相互竞争的影响下，朋友是如何支持或阻止交往的。目的：本研究调查了早期青少年的课堂友谊与他们的参与（行为、情感和同伴求助）之间的关系。此外，这些联系是否取决于同学和受欢迎的同龄人的行为规范。样本：参与者是来自美国46个教室的824名五年级和六年级学生（52%的女孩，48%的男孩，43%的白人，30%的黑人，6%的西班牙裔，6%的亚裔和16%的多种族或其他种族）。方法：我们使用多层次模型来检验学生的友谊体验（最好的朋友质量、互惠的友谊、社会网络中心性和声望）、同伴群体规范（亲社会和破坏性）和学生参与之间的关系。结果：结果显示，相互友谊的数量与这三种类型的参与无关。然而，参与度与最佳友谊质量和友谊中心性（即与许多朋友保持良好联系）呈正相关。当受欢迎程度的规范倾向于亲社会行为时，学生的声望，或作为朋友的高度期望，并没有减少行为参与。结论：研究结果表明，并非友谊经历的所有方面都是平等的。对于参与，重要的是让学生觉得他们在课堂上有朋友，并提请注意受欢迎的同龄人的亲社会行为。

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引用次数: 0

Variation in teachers' daily situational motivation across professional activities 教师日常情境动机在专业活动中的变化。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-21 DOI: 10.1111/bjep.12769

Kristabel Stark, Eric Camburn, Lindsey Kaler

Background and Aims

Drawing on self-determination theory, we investigated: How does teacher motivation vary over time? How does motivation vary across activity contexts? What is the association between teachers' motivation and affect?

Sample

One hundred sixty teachers in two districts in the Northeastern United States.

Method

Using a day reconstruction method (DRM) instrument, we measured teachers' daily work activities, and their motivation and affect during activities. Because our data had a three-level structure (periods within days within teachers), we used multilevel models to explore variation in teachers' situational motivation across both time and activity type. For each subscale, we fit empty models that decomposed variance in outcomes between teachers, days and episodes. We then used conditional models to examine how these outcomes varied across teaching activities, controlling for years of experience and grade level. Finally, we explored the interplay between emotion and motivation.

Results

We found that teachers' motivation is dynamic within teachers and is associated with both the professional activities in which they are engaged and their concurrent affective state. Whereas we found that positive affect during a period was positively and strongly associated with intrinsic motivation and identified regulation during that period, higher levels of negative affect during a period were associated with lower levels of intrinsic motivation and higher levels of external regulation.

Conclusions

This study provides an understanding of K12 teacher motivation as a dynamic experience and demonstrates the potential of measuring teacher motivation as temporally dynamic and contextually bound.

背景和目的：利用自我决定理论，我们调查了：教师动机如何随时间变化？动机在不同的活动环境中是如何变化的？教师动机与情感有何关联？样本：美国东北部两个地区的160名教师。方法：采用日重构法（DRM）测量教师的日常工作活动，以及活动中的动机和影响。由于我们的数据具有三层结构（以教师的天数为单位），我们使用多层模型来探索教师情境动机在时间和活动类型上的变化。对于每个子尺度，我们拟合空模型，分解教师、日期和情节之间的结果差异。然后，我们使用条件模型来检查这些结果如何在教学活动中变化，控制多年经验和年级水平。最后，我们探讨了情绪和动机之间的相互作用。结果：我们发现教师的动机在教师内部是动态的，并且与他们所从事的专业活动和他们的并发情感状态有关。我们发现，在一段时间内，积极情绪与内在动机和识别调节呈正相关，而在一段时间内，较高水平的消极情绪与较低水平的内在动机和较高水平的外部调节相关。结论：本研究提供了对K12教师动机作为一种动态体验的理解，并展示了将教师动机作为一种时间动态和情境约束来衡量的潜力。

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引用次数: 0

Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy 理解工作记忆作为解决数学问题的促进者：卸载作为一种潜在的策略。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-21 DOI: 10.1111/bjep.12767

Josh Medrano, Dana Miller-Cotto

Background

High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.

Aims

This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.

Sample(s)

The participants consisted of 93 undergraduate students from a mid-sized university in the United States.

Methods

Participants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.

Results

Results indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' g. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.

Conclusions

These findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.

背景：高工作记忆容量与提高数学解决问题的能力有关。关于为什么工作记忆能增强解决问题的能力，一个领先的理论认为，有能力解决问题的人可能会把工作记忆中的信息卸下来供以后使用。目的：本研究考察了卸载信息的能力是否能提高工作记忆能力较低的学习者解决问题的能力。样本：参与者包括来自美国一所中等规模大学的93名本科生。方法：参与者首先进行10道题的前测，然后进行工作记忆任务。然后他们被分成两组：一组可以选择用纸和铅笔写字，另一组不用。作为后测的一部分，他们完成了10道数学题。结果：随时间推移，卸载组和未卸载组均有改善；然而，根据赫奇斯的研究，卸载组的效果更大。尽管工作记忆和状态之间没有发现明显的相互作用，但根据约翰逊-内曼技术，卸载对特定范围的工作记忆技能有用。预试和条件的相互作用分析也表明，随着先验知识的增加，卸载可能有益。结论：本研究结果强调了在工作记忆研究中考虑学生先验知识的重要性。他们还展示了外部辅助如何影响解决问题过程中的认知过程。

{"title":"Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy","authors":"Josh Medrano, Dana Miller-Cotto","doi":"10.1111/bjep.12767","DOIUrl":"10.1111/bjep.12767","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>High working memory capacity is associated with improved mathematical problem-solving skills. A leading theory about why working memory enhances problem-solving suggests that capable problem solvers might offload information from their working memory for later use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study examined whether the ability to offload information improved problem-solving for learners with lower working memory capacity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample(s)</h3>\u0000 \u0000 <p>The participants consisted of 93 undergraduate students from a mid-sized university in the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants first took a 10-problem pre-test, followed by working memory tasks. They were then split into two groups: one with the option to offload using paper and pencil and one without. As part of a post-test, they completed 10 math problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated that both the offloading and no-offloading groups improved over time; however, the effect was greater for the offloading group, according to Hedges' <i>g</i>. Although no significant interaction between working memory and condition was found, offloading was useful for specific ranges of working memory skills, according to the Johnson-Neyman technique. An interaction analysis of pretest and condition also suggests that offloading may be beneficial with increased prior knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings emphasize the importance of considering students' prior knowledge in working memory research. They also demonstrate how external aids influence cognitive processes during problem-solving.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 3","pages":"871-887"},"PeriodicalIF":3.6,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674938","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}

引用次数: 0

Social antecedents of children's mindsets, motivation and achievement in math: Investigating parental beliefs and perceived teacher beliefs 儿童心态、动机和数学成绩的社会前因：调查父母信念和感知教师信念。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-13 DOI: 10.1111/bjep.12764

Hyun Ji Lee, Sungwha Kim, Mimi Bong

Background

As children mature, they tend to develop a fixed mindset in math, which has been identified as a contributor to declining confidence and widespread anxiety in math. Both parents and teachers can function as critical socializers in shaping children’s fixed mindsets.

Aims

Given that children's beliefs are formed through interactions with socializers, we tested our hypothesis that the mindsets and expectations of parents and those of teachers perceived by students would predict the children's mindsets, motivation and achievement in math. We further posited that these social influences would indirectly shape students' self-efficacy and test anxiety through students' mindsets, ultimately predicting their persistence and achievement in math.

Sample and Methods

Using multilevel path analyses, we analysed the data from 507 third- and fourth-graders in 28 classrooms and their parents in Korea.

Results

Among the self-reported parental measures, only parental expectations for their child’s success in math were a significant negative predictor of students’ fixed mindsets in math at the within-class level. Student perceptions of their teacher’s fixed mindsets and expectations were, respectively, a positive and a negative predictor of students’ fixed mindsets. Students’ fixed mindsets, in turn, positively predicted their math test anxiety and negatively predicted their math self-efficacy, persistence, and achievement. Patterns observed at the between-class level were generally consistent with those at the within-class level.

Conclusions

This study found meaningful associations of self-reported parental beliefs and student-perceived teacher beliefs with student mindsets, motivation, and achievement in math. Longitudinal or experimental research is needed to clarify their causal relationships.

背景：随着孩子的成熟，他们倾向于在数学上形成一种固定的思维模式，这被认为是导致数学信心下降和普遍焦虑的原因。父母和老师都可以在塑造孩子的固定心态方面发挥重要的社交作用。目的：考虑到儿童的信念是通过与社交者的互动形成的，我们检验了我们的假设，即学生感知到的父母和老师的心态和期望会预测儿童的心态、动机和数学成绩。我们进一步假设，这些社会影响会通过学生的心态间接塑造学生的自我效能感和考试焦虑，最终预测他们在数学上的坚持和成就。样本和方法：采用多层次路径分析，我们分析了韩国28个教室的507名三年级和四年级学生及其家长的数据。结果：在自我报告的父母措施中，只有父母对孩子数学成绩的期望是学生在课堂水平上数学固定心态的显著负向预测因子。学生对老师的固定心态和期望的看法分别是学生固定心态的积极预测因素和消极预测因素。学生的固定心态反过来积极预测他们的数学考试焦虑，负向预测他们的数学自我效能、坚持和成就。在类间水平观察到的模式与类内水平观察到的模式基本一致。结论：本研究发现自我报告的父母信念和学生感知到的教师信念与学生的心态、动机和数学成绩之间存在有意义的关联。需要纵向或实验研究来阐明它们之间的因果关系。

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引用次数: 0

Guiding attention in the classroom: An eye-tracking study on the associations between preservice teachers' goals and noticing of student interactions 课堂引导注意力：职前教师目标与学生互动注意之间关系的眼动追踪研究。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-10 DOI: 10.1111/bjep.12748

M. Daumiller, R. Böheim, A. Alijagic, D. Lewalter, A. Gegenfurtner, T. Seidel, M. Dresel

Background

Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.

Aims

This study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.

Sample

The study involved 51 preservice teachers with an average of 36 days of practical teaching experience.

Methods

Participants' eye movements were recorded through eye tracking while they observed a video stimulus of an 11th-grade mathematics classroom. Through an interview, participants specified their goals for individual students and the whole classroom after having watched the start of the video stimulus. During the rest of the 3-min-long simulation, eye-tracking recorded the number and duration of fixations on students.

Results

Goals directed at individual students were associated with more and longer fixations. In contrast, goals targeting the entire classroom were associated with shorter fixation durations on individual students, indicating a more even distribution of visual attention. Especially mastery goals drove these patterns; nuanced effects were observed depending on goal content and the visual saliency of student behaviours.

Conclusions

Preservice teachers' student-oriented goals shape their visual attention in the classroom, influencing how they perceive the interaction with students. This research highlights the importance of integrating teacher motivation with professional vision to understand the cognitive pathways that link motivation to teaching behaviours. The study also demonstrates the utility of eye tracking technology in exploring these processes.

背景：教师目标对教学质量和学生成绩起着重要作用。然而，这方面的教师动机转化为具体教学行为的过程尚不清楚。目的：本研究旨在探讨针对学生和课堂的目标如何与课堂事件的视觉信息加工相关联，旨在将教师动机与专业愿景联系起来。样本：该研究涉及51名平均36天实际教学经验的职前教师。方法：通过眼动仪记录被试在观看11年级数学课堂的视频刺激时的眼球运动。通过访谈，参与者在观看了视频刺激的开始后，为每个学生和整个教室指定了他们的目标。在3分钟模拟的剩余时间里，眼球追踪记录了学生注视的次数和持续时间。结果：针对个别学生的目标与更多更长时间的注视有关。相比之下，针对整个教室的目标与单个学生的注视时间较短有关，这表明视觉注意力的分布更为均匀。尤其是精通目标驱动了这些模式；根据目标内容和学生行为的视觉显著性，观察到细微的影响。结论：职前教师以学生为中心的目标塑造了他们在课堂上的视觉注意，影响了他们对与学生互动的感知。本研究强调整合教师动机与专业视野的重要性，以了解连结动机与教学行为的认知途径。该研究还证明了眼动追踪技术在探索这些过程中的实用性。

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引用次数: 0

Relationships between students' achievement goals and social positioning in the classroom 学生成就目标与课堂社会定位的关系。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-08 DOI: 10.1111/bjep.12762

Alla Hemi, Nir Madjar, Yisrael Rich, Martin Daumiller

Background

Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory and research also indicate that achievement goals are linked to students' social context, playing a role in forming and maintaining peer relationships within the school environment.

Aims

We examined relationships between students' achievement goals and their positioning in social networks. Specifically, we hypothesized that mastery approach goals are positively associated, and performance avoidance goals are negatively associated with social network centrality in the classroom.

Sample

472 high-school students (52% female; M_age = 15.71) from 23 classrooms participated in the study.

Methods

Multilevel Social Network Analysis examined relationships between academic achievement goals and social network centrality calculated based on sociometric data.

Results

Students with higher levels of mastery approach goals tended to be more central in the classroom, reaching out to more peers (out-degree), closer to their peers (closeness) and connecting classmates who are not directly connected (betweenness). On the other hand, students with higher levels of performance avoidance goals reached out to more classmates (out-degree) but were reached out to less by their peers (in-degree).

Conclusions

Students with enhanced performance avoidance goals might try to engage in more social interactions with their peers, but these attempts appear to be ineffective. These findings help illustrate the contribution of achievement goals to students' social positioning in the classroom and provide insight for interventions to support both adaptive achievement goals and central social positioning in the classroom.

背景：学业成就目标对学生的成绩很重要，包括他们的幸福、与同龄人的合作和学业成就。理论和研究还表明，成就目标与学生的社会环境有关，在学校环境中形成和维持同伴关系方面发挥着作用。目的：研究学生的成就目标与他们在社会网络中的定位之间的关系。具体而言，我们假设掌握接近目标与课堂社交网络中心性呈正相关，而表现回避目标与课堂社交网络中心性呈负相关。样本：472名高中生(52%为女生；法师= 15.71)，从23个教室参与了研究。方法：采用多层次社会网络分析方法，对学业成就目标与社会计量学数据计算的社会网络中心性之间的关系进行检验。结果：掌握方法目标水平较高的学生往往在课堂上更处于中心位置，接触更多的同伴（外度），更接近他们的同伴（亲密），并联系没有直接联系的同学（中间性）。另一方面，表现回避目标水平较高的学生接触到的同学（非学位）更多，但接触到的同学（非学位）较少。结论：表现回避目标增强的学生可能会尝试与同龄人进行更多的社交互动，但这些尝试似乎是无效的。这些发现有助于说明成就目标对学生课堂社会定位的贡献，并为支持适应性成就目标和课堂中心社会定位的干预措施提供见解。

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引用次数: 0

Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities 团体、目标和成长：同伴接纳如何在课外活动中塑造学生的发展。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-07 DOI: 10.1111/bjep.12753

Gregory Arief D. Liem, Jennifer A. Fredricks

Background

Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).

Aims

This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors.

Sample

Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; M_age = 10.58, SD_age = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%).

Methods

The same survey was administered at two time points within a school year, with an interval of 24–26 weeks between them.

Results

Perceived CCA peer acceptance early in the school year was significantly related to changes in both academic and non-academic outcomes later in the year, primarily through mastery goals. Mastery goals were positively associated with gains across all developmental outcomes, including school belonging, educational aspirations, classroom engagement, lifelong learning, teamwork disposition, and leadership skills. In contrast, performance goals were linked to gains in leadership but slight declines in teamwork and lifelong learning.

Conclusions

These findings have theoretical implications for researchers studying peer relationships in CCAs and their impact on children's academic and non-academic development, as well as for practitioners optimizing the benefits of school-based CCA involvement.

背景：与同学对学生学业发展的作用相比，研究较少关注同伴在学校组织的课外活动（CCAs）中对学生动机和发展结果的作用。目的：本研究考察了CCA同伴在学年早期（T1）的感知接受度如何与学年结束时（T2） CCA结果的变化相关，其中T1和T2掌握和绩效目标是一个联系因素。样本：参与者为517名新加坡小三至小六学生(50.7%为女生；法师= 10.58，法师= 1.08)。这些学生参加了不同的CCA小组，包括体育运动（34%）、视觉及表演艺术（31%）、俱乐部及社团（24.2%）和制服小组（10.8%）。方法：同一调查在一学年的两个时间点进行，间隔24-26周。结果：在学年早期感知到的CCA同伴接受与学年后期的学术和非学术成果的变化显著相关，主要是通过掌握目标。掌握目标与所有发展成果的收益呈正相关，包括学校归属感、教育愿望、课堂参与度、终身学习、团队合作倾向和领导技能。相比之下，绩效目标与领导力的提升有关，但在团队合作和终身学习方面略有下降。结论：这些研究结果对研究同伴关系及其对儿童学业和非学业发展的影响的研究人员，以及对优化基于学校的CCA参与的好处的实践者具有理论意义。

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引用次数: 0

Do you prefer to collaborate with students pursuing the same goals? – A network analysis of physical education classes 你更喜欢和追求相同目标的学生合作吗？——体育课堂网络分析。

IF 3.6 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2025-03-06 DOI: 10.1111/bjep.12757

Annabell Schüßler, Cornelius Holler, Yannick Hill

Background

At school, students need to learn to collaborate with others to achieve common objectives. However, we are lacking insights into how students determine preferred collaboration partners, while multiple plausible factors, such as similar goal orientations, can be derived from the literature.

Aims

We examined whether students prefer teammates in physical education based on similar achievement goals, stronger degrees of goal orientation, the same gender, and friendship.

Sample

We recruited 364 students aged 10–16, across 16 classrooms in three German secondary schools.

Methods

Social Network Analyses with Exponential Random Graph Models (ERGMs) are applied to identify relevant achievement-goal dimensions for teammate selection and to assess preferences for collaborating with peers with similar or stronger degrees of goal orientation or with their friends.

Results

Our findings indicate that students prefer to collaborate with peers who display similar levels of achievement-goal orientations in physical education. Additionally, students prefer collaborating with friends and often select peers of the same gender, with boys being chosen more frequently than girls. When students do not pick their friends, they seek out peers with stronger degrees of goal orientation, specifically for goals aimed at winning.

Conclusion

When collaborating in sports games, peers are faced with the dilemma of choosing between friends and the desire to win. Teachers should supervise the formation of groups and, depending on the aim of a particular lesson, should allocate students on the basis of different characteristics or let students choose their own group members.

背景：在学校，学生需要学会与他人合作，以实现共同的目标。然而，我们缺乏关于学生如何决定首选合作伙伴的见解，而从文献中可以得出多个貌似合理的因素，如相似的目标取向。目的：研究基于相似成就目标、更强的目标导向程度、相同性别和友谊的学生在体育教学中是否更喜欢队友。样本：我们招募了364名10-16岁的学生，来自德国三所中学的16个教室。方法：运用指数随机图模型（ERGMs）进行社会网络分析，确定队友选择的相关成就-目标维度，并评估与目标取向程度相似或更强的同伴或与朋友合作的偏好。结果：在体育教学中，学生更愿意与具有相似成就目标取向的同伴合作。此外，学生更喜欢与朋友合作，经常选择同性同伴，男孩比女孩更常被选中。当学生不选择朋友时，他们会寻找目标导向程度更强的同伴，特别是以获胜为目标的同伴。结论：在体育游戏中进行合作时，同伴们面临着在朋友和获胜欲望之间进行选择的困境。教师应该监督小组的形成，并根据特定课程的目的，根据不同的特点分配学生或让学生选择自己的小组成员。

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引用次数: 0