Pub Date : 2025-10-04DOI: 10.1016/j.ijedro.2025.100524
Sarah J. Rheinberger , Bea Staley , Georgie Nutton , Tracy Woodroffe
Transition to the first formal year of school is a major milestone for children and families. For children with disability, this transition is often a challenge because the system is predicated on segregation if integration cannot be achieved, introducing an educational exclusion risk point. Since 2006 when inclusive education was enshrined in international law, there has been increased focus on educational inclusion in Australia, though little attention has been paid to ensuring that transition to school is inclusive. This scoping review examines Australian and international literature on inclusive transition to school to identify a definition and key concepts. This paper recognises contemporary understandings of inclusion which apply to all children not only those with disability. As such the scoping review inclusion criteria was broadened beyond disability to other cohorts who experience challenges to inclusive transition to school to capture all relevant concepts. The search identified 31 peer reviewed articles since 2006 that fit the criteria, five of which specifically used the term inclusive transition to school. Three core concepts were developed: ‘valuing diversity, the child and family’, ‘putting relationships first’ and ‘ensuring that every child and family belong’, and a definition proposed. Using this definition this review explores if inclusive transition can be guaranteed in the Australian education system.
{"title":"Inclusive transition to school for children with disability; a scoping review applied to the Australian context","authors":"Sarah J. Rheinberger , Bea Staley , Georgie Nutton , Tracy Woodroffe","doi":"10.1016/j.ijedro.2025.100524","DOIUrl":"10.1016/j.ijedro.2025.100524","url":null,"abstract":"<div><div>Transition to the first formal year of school is a major milestone for children and families. For children with disability, this transition is often a challenge because the system is predicated on segregation if integration cannot be achieved, introducing an educational exclusion risk point. Since 2006 when inclusive education was enshrined in international law, there has been increased focus on educational inclusion in Australia, though little attention has been paid to ensuring that transition to school is inclusive. This scoping review examines Australian and international literature on inclusive transition to school to identify a definition and key concepts. This paper recognises contemporary understandings of inclusion which apply to all children not only those with disability. As such the scoping review inclusion criteria was broadened beyond disability to other cohorts who experience challenges to inclusive transition to school to capture all relevant concepts. The search identified 31 peer reviewed articles since 2006 that fit the criteria, five of which specifically used the term inclusive transition to school. Three core concepts were developed: ‘valuing diversity, the child and family’, ‘putting relationships first’ and ‘ensuring that every child and family belong’, and a definition proposed. Using this definition this review explores if inclusive transition can be guaranteed in the Australian education system.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100524"},"PeriodicalIF":0.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264829","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 : 2025-09-27DOI: 10.1016/j.ijedro.2025.100527
Hui Zhi
While prevailing academic discourse portrays the relationship between graduate students and advisors as a harmonious collaboration, this study reveals the “entanglement beneath decorum.” Drawing on psychological contract theory, it investigates how Chinese master’s students understand and rationalize supervisory relationships amidst distinctive cultural scripts and institutional logics. This interpretive qualitative study is based on semi-structured, in-depth interviews with eight master’s students, analyzed using thematic analysis. The findings reveal that their psychological contracts diverge from the rights-claiming model more common in Western contexts, manifesting instead as an obligation-internalizing model. This model spans three interrelated dimensions: (1) Dependency, whereby students construct identity through emotional belonging, resource reliance, and loyalty obligations; (2) Instrumentality, whereby students seek to realize their value through academic contribution, adapt it through non-entitlement mindsets, and constrain it through utility-based discipline; and (3) Vulnerability, whereby students employ help-seeking discourse, animal metaphors, and hedging expressions to mark and negotiate their subordinate position within hierarchical relations. Arguably, the psychological contract functions as a key cognitive-discursive mechanism through which asymmetrical relationships are stabilized and rendered intelligible. By applying psychological contract theory to non-Western higher education, this research offers novel insights for understanding and improving advisor-student relationships in high power-distance cultures.
{"title":"Tangled beneath decorum: Psychological contracts between master’s students and advisors in Chinese academia","authors":"Hui Zhi","doi":"10.1016/j.ijedro.2025.100527","DOIUrl":"10.1016/j.ijedro.2025.100527","url":null,"abstract":"<div><div>While prevailing academic discourse portrays the relationship between graduate students and advisors as a harmonious collaboration, this study reveals the “entanglement beneath decorum.” Drawing on psychological contract theory, it investigates how Chinese master’s students understand and rationalize supervisory relationships amidst distinctive cultural scripts and institutional logics. This interpretive qualitative study is based on semi-structured, in-depth interviews with eight master’s students, analyzed using thematic analysis. The findings reveal that their psychological contracts diverge from the rights-claiming model more common in Western contexts, manifesting instead as an obligation-internalizing model. This model spans three interrelated dimensions: (1) Dependency, whereby students construct identity through emotional belonging, resource reliance, and loyalty obligations; (2) Instrumentality, whereby students seek to realize their value through academic contribution, adapt it through non-entitlement mindsets, and constrain it through utility-based discipline; and (3) Vulnerability, whereby students employ help-seeking discourse, animal metaphors, and hedging expressions to mark and negotiate their subordinate position within hierarchical relations. Arguably, the psychological contract functions as a key cognitive-discursive mechanism through which asymmetrical relationships are stabilized and rendered intelligible. By applying psychological contract theory to non-Western higher education, this research offers novel insights for understanding and improving advisor-student relationships in high power-distance cultures.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100527"},"PeriodicalIF":0.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157287","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 : 2025-09-27DOI: 10.1016/j.ijedro.2025.100528
Carlos Ramos-Galarza , Jennifer Obregón , Nancy Lepe-Martínez , Milenko Del Valle , Brenda Guerrero-Tates , Jorge Cruz-Cárdenas
Self-Regulated Learning (SRL) is a complex process that enables university students to consciously manage their learning and achieve strong academic performance throughout their academic career. This process is influenced by various factors, particularly within the cognitive and emotional domains. Specifically, SRL is shaped by variables such as Executive Functions, Sense of Coherence, and Learning Management Strategies. In this study, we hypothesized that Conscious Monitoring of Responsibilities, Supervisory Attentional System, Deliberate Emotion Regulation, Manageability, Meaningfulness, and Conscious Motivational Strategies contribute significantly to the variance observed in SRL. Two explanatory models were proposed to represent the dynamic relationships among these variables. The study involved a sample of 1316 university students from two Latin American countries: Chile (n = 631, Mage=20.18, SD=2.06) and Ecuador (n = 685, Mage=20.71, SD=1.99). Three scales were used to assess the variables included in the models, each demonstrating acceptable to strong internal consistency (α=0.70 to 0.85). The results revealed moderate to strong correlations among the variables (r = 0.27 to 0.64). The explained variance of SRL was 24% for the emotional and 30% for the cognitive dimensions. Both proposed models demonstrated adequate fit indices (CFI=0.96, RMSEA=0.05, SRMR=0.04), supporting the structural validity of the models. These findings suggest that SRL is the result of a complex interaction between cognitive and emotional factors. The models proposed in this study offer a valuable foundation for the development of targeted interventions aimed at enhancing SRL in university students and, consequently, improving their academic performance.
{"title":"Cognitive and emotional predictors of self-regulated learning: a structural model based on executive functions, learning strategies, and sense of coherence","authors":"Carlos Ramos-Galarza , Jennifer Obregón , Nancy Lepe-Martínez , Milenko Del Valle , Brenda Guerrero-Tates , Jorge Cruz-Cárdenas","doi":"10.1016/j.ijedro.2025.100528","DOIUrl":"10.1016/j.ijedro.2025.100528","url":null,"abstract":"<div><div>Self-Regulated Learning (SRL) is a complex process that enables university students to consciously manage their learning and achieve strong academic performance throughout their academic career. This process is influenced by various factors, particularly within the cognitive and emotional domains. Specifically, SRL is shaped by variables such as Executive Functions, Sense of Coherence, and Learning Management Strategies. In this study, we hypothesized that Conscious Monitoring of Responsibilities, Supervisory Attentional System, Deliberate Emotion Regulation, Manageability, Meaningfulness, and Conscious Motivational Strategies contribute significantly to the variance observed in SRL. Two explanatory models were proposed to represent the dynamic relationships among these variables. The study involved a sample of 1316 university students from two Latin American countries: Chile (<em>n</em> = 631, <em>M<sub>age</sub></em>=20.18, <em>SD</em>=2.06) and Ecuador (<em>n</em> = 685, <em>M</em><sub>age</sub>=20.71, <em>SD</em>=1.99). Three scales were used to assess the variables included in the models, each demonstrating acceptable to strong internal consistency (<em>α</em>=0.70 to 0.85). The results revealed moderate to strong correlations among the variables (<em>r</em> = 0.27 to 0.64). The explained variance of SRL was 24% for the emotional and 30% for the cognitive dimensions. Both proposed models demonstrated adequate fit indices (<em>CFI</em>=0.96, <em>RMSEA</em>=0.05, <em>SRMR</em>=0.04), supporting the structural validity of the models. These findings suggest that SRL is the result of a complex interaction between cognitive and emotional factors. The models proposed in this study offer a valuable foundation for the development of targeted interventions aimed at enhancing SRL in university students and, consequently, improving their academic performance.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100528"},"PeriodicalIF":0.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227218","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 : 2025-09-25DOI: 10.1016/j.ijedro.2025.100521
Syariful Muttaqin , Zuliati Rohmah , Esti Junining
This study explores the policies and practices in a community of practice (CoP) called Kampung Bahasa (Language Village) in Indonesia in providing opportunities for Indonesians and foreigners to learn foreign languages using a ROADMAPPING framework. As learning a foreign language is such a multifaceted process, it is a challenge for foreign language learning institution to assure the learning objectives are achieved. This study employed qualitative data obtained through interviews, focus group discussion, and document analysis involving course owners, students, and the forum for course owners at Kampung Bahasa (Language Village) in Kediri East Java. It is found that the policy in language learning is formulated in coexistence among community, language institution, and the local government with cultural and religious values involved. Foreign language learning is designed to meet students’ various needs with creative methods inside and outside classrooms, provided by conducive and supportive foreign language learning environment, to effectively learn foreign languages. It is, however, important that quality assurance regarding teacher qualification and student language competence be enacted for better quality language learning.
本研究探讨了印度尼西亚的一个名为Kampung Bahasa（语言村）的实践社区（CoP）的政策和实践，该社区为印度尼西亚人和外国人提供了使用ROADMAPPING框架学习外语的机会。由于外语学习是一个多方面的过程，外语学习机构如何确保学习目标的实现是一个挑战。本研究采用访谈、焦点小组讨论、文献分析等方法获得定性资料，涉及课程拥有者、学生，以及东爪哇Kediri Kampung Bahasa（语言村）的课程拥有者论坛。研究发现，语言学习政策的制定是社区、语言机构和地方政府共同参与的过程，涉及文化和宗教价值观。外语学习就是在课堂内外以创造性的方法满足学生的各种需要，提供有利的、支持性的外语学习环境，使学生有效地学习外语。然而，重要的是要制定教师资格和学生语言能力方面的质量保证，以提高语言学习的质量。
{"title":"Modelling an English learning community of practice (CoP) to promote bilingualism","authors":"Syariful Muttaqin , Zuliati Rohmah , Esti Junining","doi":"10.1016/j.ijedro.2025.100521","DOIUrl":"10.1016/j.ijedro.2025.100521","url":null,"abstract":"<div><div>This study explores the policies and practices in a community of practice (CoP) called <em>Kampung Bahasa</em> (Language Village) in Indonesia in providing opportunities for Indonesians and foreigners to learn foreign languages using a ROADMAPPING framework. As learning a foreign language is such a multifaceted process, it is a challenge for foreign language learning institution to assure the learning objectives are achieved. This study employed qualitative data obtained through interviews, focus group discussion, and document analysis involving course owners, students, and the forum for course owners at <em>Kampung Bahasa</em> (Language Village) in Kediri East Java. It is found that the policy in language learning is formulated in coexistence among community, language institution, and the local government with cultural and religious values involved. Foreign language learning is designed to meet students’ various needs with creative methods inside and outside classrooms, provided by conducive and supportive foreign language learning environment, to effectively learn foreign languages. It is, however, important that quality assurance regarding teacher qualification and student language competence be enacted for better quality language learning.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100521"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157286","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 : 2025-09-24DOI: 10.1016/j.ijedro.2025.100525
Hale YETİM , Mustafa YILMAN
This study aimed to develop two attitude scales to measure 8th-grade students’ attitudes toward Mathematics and Turkish courses included in the newly implemented primary education curriculum. Both the Mathematics and Turkish Attitude Scales were designed as 30-item, five-point Likert-type instruments. Each scale consists of 15 positive and 15 negative attitude statements. The study sample consisted of 300 8th-grade students, randomly selected from four public schools located in the metropolitan area of İzmir, Karşıyaka district. To determine the construct validity of the Mathematics Attitude Scale, a factor analysis was conducted, revealing factor loadings ranging from 0.432 to 0.816. The Kaiser-Meyer-Olkin measure was found to be 0.95, and Bartlett’s Test of Sphericity was statistically significant. The corrected item-total correlations and t-values for upper and lower groups were also statistically significant, with item discrimination indices ranging from 0.4177 to 0.8093. The Cronbach’s Alpha reliability coefficient was α = 0.97. Similarly, the Turkish Attitude Scale showed factor loadings ranging from 0.446 to 0.780, with a KMO value of 0.958 and a statistically significant Bartlett’s Test of Sphericity. The corrected item-total correlations and t-values for upper and lower groups were also significant, with item discrimination indices ranging from 0.435 to 0776. The Cronbach’s Alpha coefficient for the Turkish Attitude Scale was found to be α = 0.96. The findings from the validity and reliability analyses indicate that both scales possess a valid and reliable structure.
{"title":"Development of attitude scales towards mathematics and Turkish courses for eighth grade primary school students: A study on validity and reliability","authors":"Hale YETİM , Mustafa YILMAN","doi":"10.1016/j.ijedro.2025.100525","DOIUrl":"10.1016/j.ijedro.2025.100525","url":null,"abstract":"<div><div>This study aimed to develop two attitude scales to measure 8th-grade students’ attitudes toward Mathematics and Turkish courses included in the newly implemented primary education curriculum. Both the Mathematics and Turkish Attitude Scales were designed as 30-item, five-point Likert-type instruments. Each scale consists of 15 positive and 15 negative attitude statements. The study sample consisted of 300 8th-grade students, randomly selected from four public schools located in the metropolitan area of İzmir, Karşıyaka district. To determine the construct validity of the Mathematics Attitude Scale, a factor analysis was conducted, revealing factor loadings ranging from 0.432 to 0.816. The Kaiser-Meyer-Olkin measure was found to be 0.95, and Bartlett’s Test of Sphericity was statistically significant. The corrected item-total correlations and t-values for upper and lower groups were also statistically significant, with item discrimination indices ranging from 0.4177 to 0.8093. The Cronbach’s Alpha reliability coefficient was α = 0.97. Similarly, the Turkish Attitude Scale showed factor loadings ranging from 0.446 to 0.780, with a KMO value of 0.958 and a statistically significant Bartlett’s Test of Sphericity. The corrected item-total correlations and t-values for upper and lower groups were also significant, with item discrimination indices ranging from 0.435 to 0776. The Cronbach’s Alpha coefficient for the Turkish Attitude Scale was found to be α = 0.96. The findings from the validity and reliability analyses indicate that both scales possess a valid and reliable structure.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100525"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120790","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 : 2025-09-24DOI: 10.1016/j.ijedro.2025.100526
Benjamin Dreer-Goethe
Teaching is an emotional endeavour. For teachers, it can imply managing genuine emotions in classrooms and displaying emotional expressions that are in keeping with their teaching methods and are motivating for their students. Teacher well-being is affected when there is a mismatch between the genuine emotions a teacher feels and the emotional expressions that would be beneficial to teaching. However, this emotional labour might not equally impact the well-being of all teachers. Acting out emotions might be particularly challenging for individuals who experience discomfort in displaying their emotions in the first place. This longitudinal study, involving 331 student teachers from Germany, examines the prevalence of shyness, its general effects on job-related well-being, and its specific influence when considering the emotional labour involved in the teaching practicum. The findings reveal that one in two student teachers in this sample can be described as shy. In addition, the data suggest a positive link between shyness and emotional exhaustion and a negative link between shyness and job satisfaction. Further, mediation analyses indicate that the relationship between shyness and well-being is fully mediated by the emotional labour strategy of surface acting. This implies that the well-being of shy student teachers is more strongly affected by the demands of emotional labour in the classroom.
{"title":"The effects of emotional labour on well-being among shy student teachers","authors":"Benjamin Dreer-Goethe","doi":"10.1016/j.ijedro.2025.100526","DOIUrl":"10.1016/j.ijedro.2025.100526","url":null,"abstract":"<div><div>Teaching is an emotional endeavour. For teachers, it can imply managing genuine emotions in classrooms and displaying emotional expressions that are in keeping with their teaching methods and are motivating for their students. Teacher well-being is affected when there is a mismatch between the genuine emotions a teacher feels and the emotional expressions that would be beneficial to teaching. However, this emotional labour might not equally impact the well-being of all teachers. Acting out emotions might be particularly challenging for individuals who experience discomfort in displaying their emotions in the first place. This longitudinal study, involving 331 student teachers from Germany, examines the prevalence of shyness, its general effects on job-related well-being, and its specific influence when considering the emotional labour involved in the teaching practicum. The findings reveal that one in two student teachers in this sample can be described as shy. In addition, the data suggest a positive link between shyness and emotional exhaustion and a negative link between shyness and job satisfaction. Further, mediation analyses indicate that the relationship between shyness and well-being is fully mediated by the emotional labour strategy of surface acting. This implies that the well-being of shy student teachers is more strongly affected by the demands of emotional labour in the classroom.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100526"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120789","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 : 2025-09-11DOI: 10.1016/j.ijedro.2025.100523
Vander Tavares
This article explores how race, space, and language intersect in Icelandic education through the experiences of a Black immigrant who teaches Icelandic in Iceland. Drawing on a semi-structured interview and grounded in critical race theory, raciolinguistics, and spatial theory, the article examines how classrooms in Iceland function as racialized spaces where Whiteness remains the unspoken norm. Findings reveal how Zack’s authority as a teacher is routinely questioned, how his linguistic fluency is overlooked, and how he engages in emotional and professional labor to assert legitimacy. These experiences are read through the lens of raciolinguistic ideologies, White spatiality, and the affective politics of recognition. The findings challenge Icelandic discourses of neutrality and homogeneity, showing that race is neither invisible nor irrelevant. The article contributes to calls for better engagement with race/racism in teacher education, and for recognizing the institutional and spatial dimensions of racial exclusion in language classrooms, particularly in Iceland.
{"title":"A stranger in the room? Race, space, and legitimacy in the language classroom","authors":"Vander Tavares","doi":"10.1016/j.ijedro.2025.100523","DOIUrl":"10.1016/j.ijedro.2025.100523","url":null,"abstract":"<div><div>This article explores how race, space, and language intersect in Icelandic education through the experiences of a Black immigrant who teaches Icelandic in Iceland. Drawing on a semi-structured interview and grounded in critical race theory, raciolinguistics, and spatial theory, the article examines how classrooms in Iceland function as racialized spaces where Whiteness remains the unspoken norm. Findings reveal how Zack’s authority as a teacher is routinely questioned, how his linguistic fluency is overlooked, and how he engages in emotional and professional labor to assert legitimacy. These experiences are read through the lens of raciolinguistic ideologies, White spatiality, and the affective politics of recognition. The findings challenge Icelandic discourses of neutrality and homogeneity, showing that race is neither invisible nor irrelevant. The article contributes to calls for better engagement with race/racism in teacher education, and for recognizing the institutional and spatial dimensions of racial exclusion in language classrooms, particularly in Iceland.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100523"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048130","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 : 2025-09-11DOI: 10.1016/j.ijedro.2025.100522
Juan Pablo Díaz-Sánchez, Shirley Lema
Background
Prison education is an important tool for rehabilitation and social reintegration. However, participation varies across generations, influenced by personal, institutional, and environmental factors. This study examines the determinants of educational participation among incarcerated individuals in Ecuador, adopting a generational perspective.
Methods
Using data from the 2022 Ecuadorian national prison census, we estimate probit regression models to analyze the likelihood of inmates engaging in educational programs. The models incorporate variables related to individual characteristics, institutional conditions, and psychosocial support, while results are segmented by generational cohorts.
Key Findings
Our results show that Millennials and Generation Z are significantly more likely to participate in prison education, motivated by reintegration and self-improvement goals. Baby Boomers and Generation X exhibit lower participation, often limited by health issues, declining motivation, or perceived irrelevance of education. Across cohorts, women and ethnic minorities display higher levels of engagement. In addition, family support, access to psychological care, and moderate sentence lengths increase the probability of participation, while excessive sentence length, frequent prison transfers, and higher prior educational attainment reduce it.
Implications
These findings reveal the need for generationally sensitive policies that recognize the diverse motivations and barriers shaping prison education. By tailoring programs to the characteristics of each age group, policymakers can enhance inclusivity, strengthen rehabilitation outcomes, and contribute to broader progress toward Sustainable Development Goals (SDGs).
{"title":"From millennials to baby boomers: Determinants of educational participation in Ecuadorian prisons","authors":"Juan Pablo Díaz-Sánchez, Shirley Lema","doi":"10.1016/j.ijedro.2025.100522","DOIUrl":"10.1016/j.ijedro.2025.100522","url":null,"abstract":"<div><h3>Background</h3><div>Prison education is an important tool for rehabilitation and social reintegration. However, participation varies across generations, influenced by personal, institutional, and environmental factors. This study examines the determinants of educational participation among incarcerated individuals in Ecuador, adopting a generational perspective.</div></div><div><h3>Methods</h3><div>Using data from the 2022 Ecuadorian national prison census, we estimate probit regression models to analyze the likelihood of inmates engaging in educational programs. The models incorporate variables related to individual characteristics, institutional conditions, and psychosocial support, while results are segmented by generational cohorts.</div></div><div><h3>Key Findings</h3><div>Our results show that Millennials and Generation Z are significantly more likely to participate in prison education, motivated by reintegration and self-improvement goals. Baby Boomers and Generation X exhibit lower participation, often limited by health issues, declining motivation, or perceived irrelevance of education. Across cohorts, women and ethnic minorities display higher levels of engagement. In addition, family support, access to psychological care, and moderate sentence lengths increase the probability of participation, while excessive sentence length, frequent prison transfers, and higher prior educational attainment reduce it.</div></div><div><h3>Implications</h3><div>These findings reveal the need for generationally sensitive policies that recognize the diverse motivations and barriers shaping prison education. By tailoring programs to the characteristics of each age group, policymakers can enhance inclusivity, strengthen rehabilitation outcomes, and contribute to broader progress toward Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100522"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048129","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 : 2025-09-06DOI: 10.1016/j.ijedro.2025.100519
Cristian Ramos-Vera , Gleni Quispe-Callo , Yarli Mondragon Hernandez , Gian Carlos Nuñez Tirado , Juan Walter Pomahuacre Carhuayal , Jonatan Baños-Chaparro , Jacksaint Saintila
Background
Academic stress is a phenomenon that affects students across multiple domains, and although several psychometric studies have addressed this issue, the adolescent population has received limited attention
Objective
to analyze the psychometric properties of the SISCO SV-21
Methods
The study included 551 Peruvian adolescents (56.4 % female), aged 12 to 17 years (M = 15.34, SD = 1.50). The SISCO SV-21 Inventory was administered to evaluate academic stress, and data were analyzed to assess its internal structure, reliability, and measurement invariance
Results
The three-factor model of the 21-item version showed excellent model fit and high internal consistency, both overall and across each dimension. Measurement invariance across sex was confirmed. Additionally, a network analysis supported the instrument’s convergent validity by demonstrating significant associations between academic stress, emotional exhaustion, sex, and age
Conclusion
The SISCO SV-21 is a psychometrically sound instrument for measuring academic stress in adolescents. It demonstrated a strong association with emotional exhaustion and proved to be an invariant measure across sex. Furthermore, the findings revealed that female and younger adolescents reported higher levels of academic stress.
{"title":"Structure and factorial invariance of SISCO SV-21 inventory for the study of academic stress in Peruvian adolescents","authors":"Cristian Ramos-Vera , Gleni Quispe-Callo , Yarli Mondragon Hernandez , Gian Carlos Nuñez Tirado , Juan Walter Pomahuacre Carhuayal , Jonatan Baños-Chaparro , Jacksaint Saintila","doi":"10.1016/j.ijedro.2025.100519","DOIUrl":"10.1016/j.ijedro.2025.100519","url":null,"abstract":"<div><h3>Background</h3><div>Academic stress is a phenomenon that affects students across multiple domains, and although several psychometric studies have addressed this issue, the adolescent population has received limited attention</div></div><div><h3>Objective</h3><div>to analyze the psychometric properties of the SISCO SV-21</div></div><div><h3>Methods</h3><div>The study included 551 Peruvian adolescents (56.4 % female), aged 12 to 17 years (<em>M</em> = 15.34, SD = 1.50). The SISCO SV-21 Inventory was administered to evaluate academic stress, and data were analyzed to assess its internal structure, reliability, and measurement invariance</div></div><div><h3>Results</h3><div>The three-factor model of the 21-item version showed excellent model fit and high internal consistency, both overall and across each dimension. Measurement invariance across sex was confirmed. Additionally, a network analysis supported the instrument’s convergent validity by demonstrating significant associations between academic stress, emotional exhaustion, sex, and age</div></div><div><h3>Conclusion</h3><div>The SISCO SV-21 is a psychometrically sound instrument for measuring academic stress in adolescents. It demonstrated a strong association with emotional exhaustion and proved to be an invariant measure across sex. Furthermore, the findings revealed that female and younger adolescents reported higher levels of academic stress.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100519"},"PeriodicalIF":0.0,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004020","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 : 2025-09-02DOI: 10.1016/j.ijedro.2025.100514
Mohammad Fraiwan , Fidaa Almomani , Hanan Hammouri
The metacognitive and social cognition dysfunction is marked by challenges in planning, time management, attention, and emotional regulation due to impaired executive functions. It poses significant obstacles for university students, affecting both academic success and social well-being. This study aimed to examine the prevalence of and factors contributing to this syndrome in students. Conducted as a cross-sectional survey with 1,204 participants, the study used the local language (Name Anonymized) version of the dysexecutive questionnaire alongside demographic and lifestyle questions. The findings indicate that certain modern lifestyle habits are associated with increased metacognition and social cognition dysfunction symptoms. Specifically, high smartphone use (), the number of social media platforms used (p = 0.0258), frequent fast food consumption (), daily hours on social media (), and weekly hours spent gaming (p = 0.0121) were significantly linked to greater metacognitive and social cognition impairments. These habits, prevalent among Generation Z, may contribute to difficulties in sustaining focus, managing impulses, and organizing tasks effectively. Additional factors such as weak relationships with extended family (p = 0.0002), working during study years (p = 0.0075), urban residence (p = 0.0007), and prior mental health consultations (p = 0.0003) also correlated with higher levels of metacognition and social cognition dysfunction symptoms. Students with reduced social support and greater urban stressors may be especially vulnerable, impacting their cognitive and emotional functioning. The study’s findings underscore the need for universities to support students’ cognitive and emotional health by promoting digital well-being, reducing screen time, and encouraging healthy social media habits. Strengthening social support through resources that help students maintain family and community ties could improve executive functioning. Tailored mental health services, particularly for those with a history of mental health needs, can be critical in managing metacognition and social cognition dysfunction symptoms. Finally, universities should address demographic disparities, designing programs that target the specific challenges faced by high-risk groups. Such comprehensive strategies can enhance cognitive resilience, emotional regulation, and academic performance among students.
{"title":"Metacognition and social cognition dysfunction symptoms in university students: Prevalence and correlation with demographic and personal factors","authors":"Mohammad Fraiwan , Fidaa Almomani , Hanan Hammouri","doi":"10.1016/j.ijedro.2025.100514","DOIUrl":"10.1016/j.ijedro.2025.100514","url":null,"abstract":"<div><div>The metacognitive and social cognition dysfunction is marked by challenges in planning, time management, attention, and emotional regulation due to impaired executive functions. It poses significant obstacles for university students, affecting both academic success and social well-being. This study aimed to examine the prevalence of and factors contributing to this syndrome in students. Conducted as a cross-sectional survey with 1,204 participants, the study used the local language (<em>Name Anonymized</em>) version of the dysexecutive questionnaire alongside demographic and lifestyle questions. The findings indicate that certain modern lifestyle habits are associated with increased metacognition and social cognition dysfunction symptoms. Specifically, high smartphone use (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), the number of social media platforms used (p = 0.0258), frequent fast food consumption (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), daily hours on social media (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), and weekly hours spent gaming (p = 0.0121) were significantly linked to greater metacognitive and social cognition impairments. These habits, prevalent among Generation Z, may contribute to difficulties in sustaining focus, managing impulses, and organizing tasks effectively. Additional factors such as weak relationships with extended family (p = 0.0002), working during study years (p = 0.0075), urban residence (p = 0.0007), and prior mental health consultations (p = 0.0003) also correlated with higher levels of metacognition and social cognition dysfunction symptoms. Students with reduced social support and greater urban stressors may be especially vulnerable, impacting their cognitive and emotional functioning. The study’s findings underscore the need for universities to support students’ cognitive and emotional health by promoting digital well-being, reducing screen time, and encouraging healthy social media habits. Strengthening social support through resources that help students maintain family and community ties could improve executive functioning. Tailored mental health services, particularly for those with a history of mental health needs, can be critical in managing metacognition and social cognition dysfunction symptoms. Finally, universities should address demographic disparities, designing programs that target the specific challenges faced by high-risk groups. Such comprehensive strategies can enhance cognitive resilience, emotional regulation, and academic performance among students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100514"},"PeriodicalIF":0.0,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925611","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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