Pub Date : 2025-11-14DOI: 10.1016/j.ijedro.2025.100560
Martin Stokke, Tove Anita Fiskum
Humor can be a powerful educational tool for helping students manage their emotions. This grounded theory study examines how teachers describe using humor to assist students in shifting between emotional states and meta-motivational moods. Fourteen teachers from Norwegian primary and lower secondary schools were interviewed individually, and their responses were used to create a theory regarding teachers' humor use.
This study presents a theoretical framework that draws on key implications from reversal theory (Apter, 2007), illustrating how humor can be employed by teachers as a tool to help students manage their emotions and mental states. For example, humor is used to help transition between emotional pairs (e.g., from sadness to joy, stress to calm) and motivational states (e.g., from goal-oriented to playful). The theory explains how humor, applied with contextual sensitivity, can support students in regulating their emotions and meta-motivational states.
These findings emphasize the importance of timing and teacher-student relationships in determining when and how humor can effectively support emotional regulation. The theoretical framework offers insights into how teachers can intentionally use humor to promote emotional flexibility and well-being in the classroom.
{"title":"Teachers’ use of humor to support students’ emotional regulation: A grounded theory approach","authors":"Martin Stokke, Tove Anita Fiskum","doi":"10.1016/j.ijedro.2025.100560","DOIUrl":"10.1016/j.ijedro.2025.100560","url":null,"abstract":"<div><div>Humor can be a powerful educational tool for helping students manage their emotions. This grounded theory study examines how teachers describe using humor to assist students in shifting between emotional states and meta-motivational moods. Fourteen teachers from Norwegian primary and lower secondary schools were interviewed individually, and their responses were used to create a theory regarding teachers' humor use.</div><div>This study presents a theoretical framework that draws on key implications from reversal theory (Apter, 2007), illustrating how humor can be employed by teachers as a tool to help students manage their emotions and mental states. For example, humor is used to help transition between emotional pairs (e.g., from sadness to joy, stress to calm) and motivational states (e.g., from goal-oriented to playful). The theory explains how humor, applied with contextual sensitivity, can support students in regulating their emotions and meta-motivational states.</div><div>These findings emphasize the importance of timing and teacher-student relationships in determining when and how humor can effectively support emotional regulation. The theoretical framework offers insights into how teachers can intentionally use humor to promote emotional flexibility and well-being in the classroom.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100560"},"PeriodicalIF":0.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-13DOI: 10.1016/j.ijedro.2025.100553
Abraham Agbadjé
Background
Internal effectiveness within educational systems remains a major challenge in Sub‑Saharan Africa, where many countries struggle to transform educational resources into sustainable learning outcomes. This issue is particularly acute in Alibori, a department in northern Benin, which faces high rates of grade repetition and school dropout.
Objective
This study assesses the level of internal effectiveness in the secondary education subsector of Alibori and identifies the factors influencing it.
Methods
The analysis draws on administrative data (2007–2025) and surveys conducted in 2020 among 167 students in the commune of Gogounou. Descriptive statistics, Multiple Correspondence Analysis (MCA), and logistic regression were used to measure internal effectiveness and identify its main associated factors .
Results
The Internal Effectiveness Index (IEI) stands at 66.7%, revealing significant resource losses due to grade repetition and dropout. The students’ level of learning outcomes is moderate. Students younger than the expected age for their grade and those with a good proficiency in the language of instruction (French) are more likely to contribute positively to the internal effectiveness of the subsector.
Conclusion
Two key measures can strengthen this internal effectiveness: (1) enforcing the official school entry age and ensuring close monitoring of students’ trajectories to reduce repetition and dropout; (2) implementing targeted linguistic support programs from the primary level, providing continuous teacher training in the didactics of French for multilingual contexts, and promoting extracurricular activities in French (reading clubs, school newspapers, debates).
{"title":"Internal effectiveness of secondary education in Alibori (Benin): Diagnosis and analysis of associated factors","authors":"Abraham Agbadjé","doi":"10.1016/j.ijedro.2025.100553","DOIUrl":"10.1016/j.ijedro.2025.100553","url":null,"abstract":"<div><h3>Background</h3><div>Internal effectiveness within educational systems remains a major challenge in Sub‑Saharan Africa, where many countries struggle to transform educational resources into sustainable learning outcomes. This issue is particularly acute in Alibori, a department in northern Benin, which faces high rates of grade repetition and school dropout.</div></div><div><h3>Objective</h3><div>This study assesses the level of internal effectiveness in the secondary education subsector of Alibori and identifies the factors influencing it.</div></div><div><h3>Methods</h3><div>The analysis draws on administrative data (2007–2025) and surveys conducted in 2020 among 167 students in the commune of Gogounou. Descriptive statistics, Multiple Correspondence Analysis (MCA), and logistic regression were used to measure internal effectiveness and identify its main associated factors .</div></div><div><h3>Results</h3><div>The Internal Effectiveness Index (IEI) stands at 66.7%, revealing significant resource losses due to grade repetition and dropout. The students’ level of learning outcomes is moderate. Students younger than the expected age for their grade and those with a good proficiency in the language of instruction (French) are more likely to contribute positively to the internal effectiveness of the subsector.</div></div><div><h3>Conclusion</h3><div>Two key measures can strengthen this internal effectiveness: (1) enforcing the official school entry age and ensuring close monitoring of students’ trajectories to reduce repetition and dropout; (2) implementing targeted linguistic support programs from the primary level, providing continuous teacher training in the didactics of French for multilingual contexts, and promoting extracurricular activities in French (reading clubs, school newspapers, debates).</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100553"},"PeriodicalIF":0.0,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-10DOI: 10.1016/j.ijedro.2025.100554
Sojin Yoon, JiYoon Kim, Sehee Hong
Background
Reading literacy is essential for educational success and effective functioning in modern society, especially in an era dominated by digital technology. This study aimed to explore the relationships between student-level and school-level variables and reading literacy. While prior research has highlighted various individual, household, and school-related factors contributing to reading competence, the structural relationships among these variables have not been thoroughly examined.
Methods
This study utilized data from 6,650 Korean students who participated in PISA 2018. Multilevel Structural Equation Modeling (MSEM) was applied to examine the relationships between student- and school-level variables and reading literacy. Variables analyzed included parental reading enjoyment, students’ ICT interest, and teachers’ stimulation of reading, and school ICT capacity.
Results
At the student level, parental reading enjoyment, and students’ ICT interest were associated with both students’ reading enjoyment and literacy. Furthermore, the relationships of parental reading enjoyment and students’ ICT interest with reading literacy were mediated by students’ reading enjoyment. At the school level, teachers’ stimulation of reading was positively related to students’ reading enjoyment, and schools’ ICT capacity was associated with reading literacy. In addition, the relationship between teachers’ stimulation of reading and reading literacy was mediated by students’ reading enjoyment.
Conclusions
The findings underscore the pivotal role of reading enjoyment in mediating the effects of parental enjoyment of reading, students’ ICT interest and teachers’ stimulation of reading on reading literacy. These results suggest that strategies to enhance reading literacy should prioritize fostering students’ enjoyment of reading through collaborative efforts involving parents, teachers, and schools.
{"title":"Students’ reading enjoyment as a multilevel mediator of the relationship between parental reading enjoyment, teachers’ stimulation of reading, ICT factors, and reading literacy","authors":"Sojin Yoon, JiYoon Kim, Sehee Hong","doi":"10.1016/j.ijedro.2025.100554","DOIUrl":"10.1016/j.ijedro.2025.100554","url":null,"abstract":"<div><h3>Background</h3><div>Reading literacy is essential for educational success and effective functioning in modern society, especially in an era dominated by digital technology. This study aimed to explore the relationships between student-level and school-level variables and reading literacy. While prior research has highlighted various individual, household, and school-related factors contributing to reading competence, the structural relationships among these variables have not been thoroughly examined.</div></div><div><h3>Methods</h3><div>This study utilized data from 6,650 Korean students who participated in PISA 2018. Multilevel Structural Equation Modeling (MSEM) was applied to examine the relationships between student- and school-level variables and reading literacy. Variables analyzed included parental reading enjoyment, students’ ICT interest, and teachers’ stimulation of reading, and school ICT capacity.</div></div><div><h3>Results</h3><div>At the student level, parental reading enjoyment, and students’ ICT interest were associated with both students’ reading enjoyment and literacy. Furthermore, the relationships of parental reading enjoyment and students’ ICT interest with reading literacy were mediated by students’ reading enjoyment. At the school level, teachers’ stimulation of reading was positively related to students’ reading enjoyment, and schools’ ICT capacity was associated with reading literacy. In addition, the relationship between teachers’ stimulation of reading and reading literacy was mediated by students’ reading enjoyment.</div></div><div><h3>Conclusions</h3><div>The findings underscore the pivotal role of reading enjoyment in mediating the effects of parental enjoyment of reading, students’ ICT interest and teachers’ stimulation of reading on reading literacy. These results suggest that strategies to enhance reading literacy should prioritize fostering students’ enjoyment of reading through collaborative efforts involving parents, teachers, and schools.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100554"},"PeriodicalIF":0.0,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examined the integration of Information and Communication Technology (ICT) into South African high school accounting education, focusing on the iLembe District. The study, grounded in the Diffusion of Innovations and TPACK theoretical frameworks, used a qualitative descriptive method to involve 10 accounting teachers. The data gathering involved semi-structured interviews, classroom observations, and document analysis and was processed according to Braun and Clarke's thematic analysis approach. The results of the study led to four major themes: (1) the advantages of ICT use to a large extent in the areas of learner engagement and instructional delivery; (2) the case of lacking competence among teachers in the proper application of ICT tools; (3) the infrastructural barriers, among which are limited access to devices and unstable internet connection; and (4) supportive factors such as peer collaboration and support at the school level. The findings highlight professional development and resource allocation as critical areas for sustainable ICT integration. The researcher proposes an ICT-Driven Professional Development Model suitable for poorly resourced settings, including practical capacity-building strategies alongside systemic support. The discussion centres on the implications for both policy and practice, particularly regarding equal access to digital teaching tools in rural and semi-urban areas.
{"title":"Challenges of accounting education in South African schools: A qualitative study of teachers’ competency in ICT integration and new teaching methodologies","authors":"Mlindeni Celinhlalo Siyaya , Oluwatoyin Ayodele Ajani","doi":"10.1016/j.ijedro.2025.100552","DOIUrl":"10.1016/j.ijedro.2025.100552","url":null,"abstract":"<div><div>This research examined the integration of Information and Communication Technology (ICT) into South African high school accounting education, focusing on the iLembe District. The study, grounded in the Diffusion of Innovations and TPACK theoretical frameworks, used a qualitative descriptive method to involve 10 accounting teachers. The data gathering involved semi-structured interviews, classroom observations, and document analysis and was processed according to Braun and Clarke's thematic analysis approach. The results of the study led to four major themes: (1) the advantages of ICT use to a large extent in the areas of learner engagement and instructional delivery; (2) the case of lacking competence among teachers in the proper application of ICT tools; (3) the infrastructural barriers, among which are limited access to devices and unstable internet connection; and (4) supportive factors such as peer collaboration and support at the school level. The findings highlight professional development and resource allocation as critical areas for sustainable ICT integration. The researcher proposes an ICT-Driven Professional Development Model suitable for poorly resourced settings, including practical capacity-building strategies alongside systemic support. The discussion centres on the implications for both policy and practice, particularly regarding equal access to digital teaching tools in rural and semi-urban areas.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100552"},"PeriodicalIF":0.0,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.
{"title":"Exploring changes in grade 4 science attitudes and performance before and after the COVID-19 pandemic","authors":"Shaikha Alzaabi , Alya Alshehhi , Ahmad Qablan , Maxwell Opoku , Hassan Tairab , Hamed Hussain , Mohamed Alkaabi","doi":"10.1016/j.ijedro.2025.100550","DOIUrl":"10.1016/j.ijedro.2025.100550","url":null,"abstract":"<div><div>This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100550"},"PeriodicalIF":0.0,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-07DOI: 10.1016/j.ijedro.2025.100544
Péter Varsányi , László Balkányi , Boróka Gács , Anikó Gyulai , László Lippai , Andrea Rucska , Zsuzsanna Soósné Kiss , Zsuzsanna Varga , József Vitrai
Objective
Higher education institutions increasingly recognize student and staff well-being as critical to institutional success. This scoping review examines existing university health and well-being surveys to support the development of a standardized assessment framework for informed decision-making.
Methods
The review follows PRISMA-ScR guidelines. The protocol was registered in the Open Science Framework. A total of 237 full-text articles were systematically reviewed and analyzed using a predefined structured framework.
Results
The review identified and detailed the key features of existing surveys, including the topics covered, the measurement instruments employed, and other methodological characteristics. A classification system was developed to categorize questionnaires, and a hierarchical model was established to link relevant surveys to corresponding themes.
Conclusions
To the best of our knowledge, this is the first scoping review of health and well-being surveys conducted among university members. The findings provide valuable insights for improving future survey designs and advancing comprehensive well-being assessments in higher education.
{"title":"Health and well-being surveys in higher education: a scoping review","authors":"Péter Varsányi , László Balkányi , Boróka Gács , Anikó Gyulai , László Lippai , Andrea Rucska , Zsuzsanna Soósné Kiss , Zsuzsanna Varga , József Vitrai","doi":"10.1016/j.ijedro.2025.100544","DOIUrl":"10.1016/j.ijedro.2025.100544","url":null,"abstract":"<div><h3>Objective</h3><div>Higher education institutions increasingly recognize student and staff well-being as critical to institutional success. This scoping review examines existing university health and well-being surveys to support the development of a standardized assessment framework for informed decision-making.</div></div><div><h3>Methods</h3><div>The review follows PRISMA-ScR guidelines. The protocol was registered in the Open Science Framework. A total of 237 full-text articles were systematically reviewed and analyzed using a predefined structured framework.</div></div><div><h3>Results</h3><div>The review identified and detailed the key features of existing surveys, including the topics covered, the measurement instruments employed, and other methodological characteristics. A classification system was developed to categorize questionnaires, and a hierarchical model was established to link relevant surveys to corresponding themes.</div></div><div><h3>Conclusions</h3><div>To the best of our knowledge, this is the first scoping review of health and well-being surveys conducted among university members. The findings provide valuable insights for improving future survey designs and advancing comprehensive well-being assessments in higher education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100544"},"PeriodicalIF":0.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to analyse how the perception of the concepts of inclusion and exclusion has evolved based on individuals’ personal narratives. A participatory study was designed using Photovoice methodology, which enabled the collection of visual-narrative representations from 190 university students regarding their experiences of inclusion and exclusion throughout their educational trajectories. A total of 1520 personal productions were generated and analysed using Maxqda22 software. The results delve into the meaning and key elements that constitute inclusion, demonstrating that the concept varies according to intrinsic factors related to the individual or peer group, as well as extrinsic factors linked to the teaching staff and classroom methodologies. The study concludes that inclusion is not a fixed, complete, or permanent concept, but one that evolves over the course of an individual’s educational journey.
{"title":"\"Inclusion is not just not excluding\". Snapshots that tell us about inclusion","authors":"Silvia Sierra-Martínez , Isabel Fernández-Menor , María-Esther Martínez-Figueira , Irene Crestar-Fariña","doi":"10.1016/j.ijedro.2025.100545","DOIUrl":"10.1016/j.ijedro.2025.100545","url":null,"abstract":"<div><div>The purpose of this study was to analyse how the perception of the concepts of inclusion and exclusion has evolved based on individuals’ personal narratives. A participatory study was designed using Photovoice methodology, which enabled the collection of visual-narrative representations from 190 university students regarding their experiences of inclusion and exclusion throughout their educational trajectories. A total of 1520 personal productions were generated and analysed using Maxqda22 software. The results delve into the meaning and key elements that constitute inclusion, demonstrating that the concept varies according to intrinsic factors related to the individual or peer group, as well as extrinsic factors linked to the teaching staff and classroom methodologies. The study concludes that inclusion is not a fixed, complete, or permanent concept, but one that evolves over the course of an individual’s educational journey.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100545"},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-06DOI: 10.1016/j.ijedro.2025.100548
Fernando Martínez-Abad, Eva María Torrecilla-Sánchez, Adriana Gamazo, Patricia Torrijos-Fincias
Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is fundamentally subject to the development of good exosystem conditions: geographic, demographic, political and socioeconomic. Responsibility for educational equity cannot lie only with the schools.
{"title":"Towards a model of educational equity based on social justice in Ibero-American countries","authors":"Fernando Martínez-Abad, Eva María Torrecilla-Sánchez, Adriana Gamazo, Patricia Torrijos-Fincias","doi":"10.1016/j.ijedro.2025.100548","DOIUrl":"10.1016/j.ijedro.2025.100548","url":null,"abstract":"<div><div>Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is fundamentally subject to the development of good exosystem conditions: geographic, demographic, political and socioeconomic. Responsibility for educational equity cannot lie only with the schools.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100548"},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-05DOI: 10.1016/j.ijedro.2025.100547
Hassan Tairab , Latifa Alketbi , Ahmad Qablan , Laurent Gabriel Ndijuye , Maxwell Peprah Opoku
Studies have documented the relationship between school climate and science achievement. However, discussions on school climate are very general as limited attempts have been made to explore the form of school climate which could impact on student achievement in science. Guided by the Systems View of School Climate conceptual framework and using the 2023 dataset of the Trends in International Mathematics and Science Study (TIMSS), we explored the relationship between school climate and science achievement from the perspective of students in the United Arab Emirates (UAE). The study population comprised 34,217 fourth-grade students who participated in the TIMSS test, including 16,784 females (49 %) and 17,433 males (51 %). Pearson’s correlation coefficient, hierarchical multiple regressions and moderation analyses were employed to identify predictors of science achievement. The three tenets of school climate made substantial contribution in the variance in science achievement. Given the UAE’s recent substantial investments in science education, these findings reflect the importance of fostering a supportive school climate to enhance students’ science achievement.
{"title":"Effect of school climate on fourth-grade students’ science achievement in the United Arab Emirates: Insights from the 2023 TIMSS Dataset","authors":"Hassan Tairab , Latifa Alketbi , Ahmad Qablan , Laurent Gabriel Ndijuye , Maxwell Peprah Opoku","doi":"10.1016/j.ijedro.2025.100547","DOIUrl":"10.1016/j.ijedro.2025.100547","url":null,"abstract":"<div><div>Studies have documented the relationship between school climate and science achievement. However, discussions on school climate are very general as limited attempts have been made to explore the form of school climate which could impact on student achievement in science. Guided by the Systems View of School Climate conceptual framework and using the 2023 dataset of the Trends in International Mathematics and Science Study (TIMSS), we explored the relationship between school climate and science achievement from the perspective of students in the United Arab Emirates (UAE). The study population comprised 34,217 fourth-grade students who participated in the TIMSS test, including 16,784 females (49 %) and 17,433 males (51 %). Pearson’s correlation coefficient, hierarchical multiple regressions and moderation analyses were employed to identify predictors of science achievement. The three tenets of school climate made substantial contribution in the variance in science achievement. Given the UAE’s recent substantial investments in science education, these findings reflect the importance of fostering a supportive school climate to enhance students’ science achievement.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100547"},"PeriodicalIF":0.0,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After-school programs (ASPs) offer inclusive, developmentally rich environments that can help close developmental gaps and promote equitable learning opportunities for all children. Given increasing participation in ASPs and the critical role of social and emotional learning (SEL) in long-term outcomes, a comprehensive synthesis of their effectiveness in promoting SEL is warranted. This umbrella review examined systematic reviews and meta-analyses on the impact of ASPs on SEL among children aged 4–12, focusing on program characteristics, contexts, and target populations.
A systematic search across four databases (Web of Science, PsycINFO, ERIC, and Scopus) in December 2024 yielded ten eligible reviews. Studies included in these reviews assessed structured programs delivered outside regular school hours and curriculum. The reviews covered both general ASPs (e.g., academic and recreational programs) and content-specific extracurricular activities (e.g., STEM, music).
Seven reviews on general ASPs reported small but positive effects on SEL domains such as self-perception, prosocial behavior, and identity development. Program quality, design (e.g., experiential learning), duration, delivery context, and implementation fidelity emerged as key moderators of effectiveness. However, methodological limitations and inconsistent reporting constrained conclusions. Three reviews of content-specific activities reported consistent SEL benefits—particularly in identity formation, social skills, and perseverance—when programs featured hands-on learning, strong peer and adult-child relationships, and culturally responsive content.
Findings suggest ASPs can meaningfully promote SEL with differentiated program design and implementation strategies that reflect children's backgrounds, interests, and needs. Future research should prioritize interest-driven approaches, comprehensive program, and rigorous evaluation methods to identify best practices across diverse contexts.
课后项目提供包容的、有利于发展的环境，有助于缩小发展差距，促进所有儿童获得公平的学习机会。考虑到越来越多的人参与asp，以及社会和情绪学习（SEL）在长期结果中的关键作用，有必要全面综合它们在促进SEL方面的有效性。本综述对4-12岁儿童的asp对SEL的影响进行了系统回顾和荟萃分析，重点关注项目特点、背景和目标人群。在2024年12月对四个数据库（Web of Science、PsycINFO、ERIC和Scopus）进行了系统搜索，得到了10篇合格的评论。这些审查中包括的研究评估了在正常上课时间和课程之外提供的结构化课程。审查涵盖了一般的asp（例如，学术和娱乐项目）和特定内容的课外活动（例如，STEM，音乐）。七篇关于一般asp的综述报告了对SEL领域（如自我感知、亲社会行为和身份发展）的小而积极的影响。项目质量、设计（例如，体验式学习）、持续时间、交付环境和实现保真度成为影响有效性的关键因素。然而，方法的局限性和不一致的报告限制了结论。对特定内容活动的三篇评论报告了一致的SEL益处，特别是在身份形成、社交技能和毅力方面，当项目以实践学习、牢固的同伴和成人-儿童关系以及文化响应内容为特色时。研究结果表明，通过反映儿童背景、兴趣和需求的差异化项目设计和实施策略，asp可以有效地促进SEL的发展。未来的研究应优先考虑利益驱动的方法，全面的计划和严格的评估方法，以确定在不同背景下的最佳实践。
{"title":"The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews","authors":"Lisanne Jilink , Paul Leseman , Pauline Slot , Mirjam Gevers","doi":"10.1016/j.ijedro.2025.100546","DOIUrl":"10.1016/j.ijedro.2025.100546","url":null,"abstract":"<div><div>After-school programs (ASPs) offer inclusive, developmentally rich environments that can help close developmental gaps and promote equitable learning opportunities for all children. Given increasing participation in ASPs and the critical role of social and emotional learning (SEL) in long-term outcomes, a comprehensive synthesis of their effectiveness in promoting SEL is warranted. This umbrella review examined systematic reviews and meta-analyses on the impact of ASPs on SEL among children aged 4–12, focusing on program characteristics, contexts, and target populations.</div><div>A systematic search across four databases (Web of Science, PsycINFO, ERIC, and Scopus) in December 2024 yielded ten eligible reviews. Studies included in these reviews assessed structured programs delivered outside regular school hours and curriculum. The reviews covered both general ASPs (e.g., academic and recreational programs) and content-specific extracurricular activities (e.g., STEM, music).</div><div>Seven reviews on general ASPs reported small but positive effects on SEL domains such as self-perception, prosocial behavior, and identity development. Program quality, design (e.g., experiential learning), duration, delivery context, and implementation fidelity emerged as key moderators of effectiveness. However, methodological limitations and inconsistent reporting constrained conclusions. Three reviews of content-specific activities reported consistent SEL benefits—particularly in identity formation, social skills, and perseverance—when programs featured hands-on learning, strong peer and adult-child relationships, and culturally responsive content.</div><div>Findings suggest ASPs can meaningfully promote SEL with differentiated program design and implementation strategies that reflect children's backgrounds, interests, and needs. Future research should prioritize interest-driven approaches, comprehensive program, and rigorous evaluation methods to identify best practices across diverse contexts.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100546"},"PeriodicalIF":0.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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