Pub Date : 2025-08-29DOI: 10.1016/j.ijedro.2025.100520
Nurullah Eryilmaz , Rolf Strietholt
This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.
{"title":"School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes","authors":"Nurullah Eryilmaz , Rolf Strietholt","doi":"10.1016/j.ijedro.2025.100520","DOIUrl":"10.1016/j.ijedro.2025.100520","url":null,"abstract":"<div><div>This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100520"},"PeriodicalIF":0.0,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144917801","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}
Student success is a critically important concept in educational assessment and research, yet a comprehensive synthesis of its defining elements remains absent. To address this gap, a scoping review was conducted, identifying 274 peer-reviewed studies published between 2011 and 2022. From these studies, data pertaining to conceptualizations of student success and related factors were extracted and analyzed using inductive coding to uncover key themes and recurring patterns. The review culminated in a comprehensive definition of student success, encompassing five core dimensions: persistence and academic progress, academic performance, attainment of learning objectives, satisfaction, and career success. Additionally, four distinct categories of factors related to student success were identified, including background and pre-college experiences, psychosocial capital, educational experiences, and institutional factors. These findings provide grounds for moving beyond traditional narrow interpretations of student success by acknowledging its multidimensional nature. This understanding of student success’ multidimensionality is essential to equip educational institutions in better preparing students to navigate the complexities of contemporary societal challenges, leading to the development of more well-rounded and successful graduates.
{"title":"Defining student success as a multidimensional concept: A scoping review","authors":"Jorien Vugteveen , Fabiola Figueroa Esquivel , Claudia Luijer","doi":"10.1016/j.ijedro.2025.100518","DOIUrl":"10.1016/j.ijedro.2025.100518","url":null,"abstract":"<div><div>Student success is a critically important concept in educational assessment and research, yet a comprehensive synthesis of its defining elements remains absent. To address this gap, a scoping review was conducted, identifying 274 peer-reviewed studies published between 2011 and 2022. From these studies, data pertaining to conceptualizations of student success and related factors were extracted and analyzed using inductive coding to uncover key themes and recurring patterns. The review culminated in a comprehensive definition of student success, encompassing five core dimensions: persistence and academic progress, academic performance, attainment of learning objectives, satisfaction, and career success. Additionally, four distinct categories of factors related to student success were identified, including background and pre-college experiences, psychosocial capital, educational experiences, and institutional factors. These findings provide grounds for moving beyond traditional narrow interpretations of student success by acknowledging its multidimensional nature. This understanding of student success’ multidimensionality is essential to equip educational institutions in better preparing students to navigate the complexities of contemporary societal challenges, leading to the development of more well-rounded and successful graduates.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100518"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906968","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 : 2025-08-25DOI: 10.1016/j.ijedro.2025.100517
Celina Sarmiento, Jennifer Clifton, Catherine Challen
Due to the unprecedented impact of the COVID-19 pandemic, teacher educators in initial teacher education (ITE) transitioned to emergency remote teaching with limited notice and preparation time. This shift motivated various research documenting the changes and responses of ITE during this period. As such, it provides a chance to consolidate existing studies, offering an evidence-based overview of findings in this area. Consequently, this systematic review examines the experiences and practices of teacher educators in ITE during the shift to alternative learning modalities due to the COVID-19 pandemic. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines identified 35 empirical studies worldwide conducted between January 2020 and May 2023. Using inductive thematic analysis, patterns emerged regarding (a) challenges faced by teacher educators, (b) teaching and learning implications, (c) supporting future teachers, (d) strengthening connections and partnerships, and (e) reflexivity and resilience of teacher educators. Findings indicate that teacher educators adapted and developed innovative practices to cope with the new experiences, which will have lasting implications for ITE.
{"title":"Educating future teachers amidst pandemic: A systematic review of teacher educators’ experiences and practices in times of COVID-19","authors":"Celina Sarmiento, Jennifer Clifton, Catherine Challen","doi":"10.1016/j.ijedro.2025.100517","DOIUrl":"10.1016/j.ijedro.2025.100517","url":null,"abstract":"<div><div>Due to the unprecedented impact of the COVID-19 pandemic, teacher educators in initial teacher education (ITE) transitioned to emergency remote teaching with limited notice and preparation time. This shift motivated various research documenting the changes and responses of ITE during this period. As such, it provides a chance to consolidate existing studies, offering an evidence-based overview of findings in this area. Consequently, this systematic review examines the experiences and practices of teacher educators in ITE during the shift to alternative learning modalities due to the COVID-19 pandemic. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines identified 35 empirical studies worldwide conducted between January 2020 and May 2023. Using inductive thematic analysis, patterns emerged regarding (a) challenges faced by teacher educators, (b) teaching and learning implications, (c) supporting future teachers, (d) strengthening connections and partnerships, and (e) reflexivity and resilience of teacher educators. Findings indicate that teacher educators adapted and developed innovative practices to cope with the new experiences, which will have lasting implications for ITE.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100517"},"PeriodicalIF":0.0,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144893701","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}
Cardiac Rehabilitation (CR) is scientifically recommended for its effectiveness and depends on interprofessional collaboration. However, the lack of clarity regarding how professionals collaborate limits clinical and educational actions and affects social representations.
Objective
To understand and compare the social representations of students and clinical tutors regarding their interdisciplinary work in the CR program at Hospital Padre Hurtado.
Method
The study drew on Moscovici's theory of social representations and employed a grounded theory methodology. The sample consisted of six clinical tutors and twelve students who participated in two focus groups and four in-depth individual interviews. Data were analyzed using Atlas.ti V3.0.
Results
The study’s central category was Interdisciplinarity which serves as a theoretical construct giving rise to the practical action of interdisciplinary work. This central category articulates three key social practices: solving health issues, interdisciplinary communication, and teamwork. The latter emerged as the anchoring mechanism that solidified their social representation. Both students and clinical tutors shared a positive view of interdisciplinary work, but their symbolic anchors for "teamwork" differed: tutors emphasized technical and ethical-professional aspects, while students viewed the concept from an emotional and formative standpoint. Communication was identified as a transversal axis of the interdisciplinary practice, with tutors emphasizing technical and organizational dimensions, and students highlighting emotional and relational elements.
Conclusions
The social representation of interdisciplinarity varies according to educational trajectories. This diversity presents an opportunity to intertwine the technical expertise of tutors with the emotionally situated experiences of students.
{"title":"Social representations of interdisciplinary work from the perspectives of students and clinical tutors on a cardiovascular rehabilitation program in Chile","authors":"Raúl Ahumada , Marcela Aravena-Winkler , Cinara Sacomori","doi":"10.1016/j.ijedro.2025.100515","DOIUrl":"10.1016/j.ijedro.2025.100515","url":null,"abstract":"<div><h3>Background</h3><div>Cardiac Rehabilitation (CR) is scientifically recommended for its effectiveness and depends on interprofessional collaboration. However, the lack of clarity regarding how professionals collaborate limits clinical and educational actions and affects social representations.</div></div><div><h3>Objective</h3><div>To understand and compare the social representations of students and clinical tutors regarding their interdisciplinary work in the CR program at Hospital Padre Hurtado.</div></div><div><h3>Method</h3><div>The study drew on Moscovici's theory of social representations and employed a grounded theory methodology. The sample consisted of six clinical tutors and twelve students who participated in two focus groups and four in-depth individual interviews. Data were analyzed using Atlas.ti V3.0.</div></div><div><h3>Results</h3><div>The study’s central category was <em>Interdisciplinarity</em> which serves as a theoretical construct giving rise to the practical action of interdisciplinary work. This central category articulates three key social practices: solving health issues, interdisciplinary communication, and teamwork. The latter emerged as the anchoring mechanism that solidified their social representation. Both students and clinical tutors shared a positive view of interdisciplinary work, but their symbolic anchors for \"teamwork\" differed: tutors emphasized technical and ethical-professional aspects, while students viewed the concept from an emotional and formative standpoint. Communication was identified as a transversal axis of the interdisciplinary practice, with tutors emphasizing technical and organizational dimensions, and students highlighting emotional and relational elements.</div></div><div><h3>Conclusions</h3><div>The social representation of interdisciplinarity varies according to educational trajectories. This diversity presents an opportunity to intertwine the technical expertise of tutors with the emotionally situated experiences of students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100515"},"PeriodicalIF":0.0,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892089","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 : 2025-08-21DOI: 10.1016/j.ijedro.2025.100516
Christian Lazcano, Sara Galilea, Stefanie Wenderoth, Armando Rojas, María Soledad Ortúzar
This study investigates teacher job satisfaction in Chile, Argentina, Colombia, Mexico, and Brazil, using data from the 2018 Teaching and Learning International Survey. Through multi-level analysis, it examines individual and organizational factors influencing job satisfaction. Findings indicate that teacher cooperation and self-efficacy enhance job satisfaction, while workplace stress detracts from it. Positive teacher-student relationships and stakeholder involvement are identified as essential organizational factors. These results underscore the importance of supportive environments and collaborative practices in improving teacher well-being and retention. Implications for policy and practice are discussed, offering insights to boost job satisfaction and educational quality across diverse educational settings.
{"title":"Exploring teacher job satisfaction in five Latin American countries: A Multi-level analysis using TALIS 2018","authors":"Christian Lazcano, Sara Galilea, Stefanie Wenderoth, Armando Rojas, María Soledad Ortúzar","doi":"10.1016/j.ijedro.2025.100516","DOIUrl":"10.1016/j.ijedro.2025.100516","url":null,"abstract":"<div><div>This study investigates teacher job satisfaction in Chile, Argentina, Colombia, Mexico, and Brazil, using data from the 2018 Teaching and Learning International Survey. Through multi-level analysis, it examines individual and organizational factors influencing job satisfaction. Findings indicate that teacher cooperation and self-efficacy enhance job satisfaction, while workplace stress detracts from it. Positive teacher-student relationships and stakeholder involvement are identified as essential organizational factors. These results underscore the importance of supportive environments and collaborative practices in improving teacher well-being and retention. Implications for policy and practice are discussed, offering insights to boost job satisfaction and educational quality across diverse educational settings.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100516"},"PeriodicalIF":0.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144879549","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 : 2025-08-18DOI: 10.1016/j.ijedro.2025.100513
Ömer Gökhan Ulum
This study investigates the multifaceted impacts of parental gambling on children across educational, cultural, sociological, psychological, and economic dimensions. The research employs a mixed-methods approach, grounded in a robust theoretical framework integrating Bronfenbrenner's Ecological Systems Theory, Family Systems Theory, Social Identity Theory, Resilience Theory, and Goffman's Theory of Social Stigma. Quantitative data were collected through a validated Likert-type survey administered to 244 participants, while qualitative insights were derived from scenario-based techniques with a subset of 81 participants. The findings reveal significant disruptions in children's academic motivation and attendance due to financial instability and emotional neglect, alongside challenges in cultural identity and value transmission. Sociological impacts include heightened peer stigmatisation and social isolation. At the same time, psychological outcomes range from anxiety and depression to diminished self-esteem; economic instability further compounds these challenges, limiting access to essential educational and social resources. Notably, demographic factors such as parental age, occupation, gambling experience, and family size mediate these outcomes, underscoring the complexity of the issue. The study highlights the urgent need for targeted interventions to mitigate these adverse effects, including school-based programs, psychological counselling, and community support initiatives. By addressing the nuanced interplay between familial and societal dynamics, this research contributes to the development of evidence-based policies and interventions that enhance child welfare and family stability.
{"title":"Gambling parents and their children in Turkish society: Uncovering educational turmoil and remedial pathways","authors":"Ömer Gökhan Ulum","doi":"10.1016/j.ijedro.2025.100513","DOIUrl":"10.1016/j.ijedro.2025.100513","url":null,"abstract":"<div><div>This study investigates the multifaceted impacts of parental gambling on children across educational, cultural, sociological, psychological, and economic dimensions. The research employs a mixed-methods approach, grounded in a robust theoretical framework integrating Bronfenbrenner's Ecological Systems Theory, Family Systems Theory, Social Identity Theory, Resilience Theory, and Goffman's Theory of Social Stigma. Quantitative data were collected through a validated Likert-type survey administered to 244 participants, while qualitative insights were derived from scenario-based techniques with a subset of 81 participants. The findings reveal significant disruptions in children's academic motivation and attendance due to financial instability and emotional neglect, alongside challenges in cultural identity and value transmission. Sociological impacts include heightened peer stigmatisation and social isolation. At the same time, psychological outcomes range from anxiety and depression to diminished self-esteem; economic instability further compounds these challenges, limiting access to essential educational and social resources. Notably, demographic factors such as parental age, occupation, gambling experience, and family size mediate these outcomes, underscoring the complexity of the issue. The study highlights the urgent need for targeted interventions to mitigate these adverse effects, including school-based programs, psychological counselling, and community support initiatives. By addressing the nuanced interplay between familial and societal dynamics, this research contributes to the development of evidence-based policies and interventions that enhance child welfare and family stability.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100513"},"PeriodicalIF":0.0,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860815","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 : 2025-08-06DOI: 10.1016/j.ijedro.2025.100512
Reza Aditia , Krisztián Széll
This study investigates how school type, school location, and student socioeconomic status (SES) jointly shape student achievement in mathematics, reading, and science in Indonesia, using the Indonesian subsample of the 2022 PISA dataset (n = 13,059). Building on Bourdieu’s framework of capital, habitus, and field, the analysis applies random-slope hierarchical linear models (HLM) to explore how institutional and geographical inequalities interact with student background and broader school characteristics (e.g., teacher quality, school climate, educational leadership, parental involvement).
Results reveal persistent urban–rural disparities, with students in more urbanized settings achieving higher scores across all domains. Although school type did not predict outcomes as a main effect, its interaction with location was significant: public schools outperformed private institutions in most urban contexts, while private independent schools had an advantage in megacities, and private government-dependent schools fared better in rural areas. Socioeconomic gradients were steeper in urban settings, reflecting stronger stratification processes. Among additional school-level factors, shortages of educational materials consistently predicted lower achievement, and negative student behavior was linked to lower science scores.
These findings challenge the common assumption that private schools uniformly deliver superior outcomes. Instead, they underscore how institutional selectivity, resource allocation, and geographical context collectively reproduce educational inequalities in Indonesia. The study highlights the need for policies addressing resource shortages and stratification mechanisms, particularly in disadvantaged schools and rural areas.
{"title":"Belonging matters: How context and inequalities shape student achievement in Indonesia","authors":"Reza Aditia , Krisztián Széll","doi":"10.1016/j.ijedro.2025.100512","DOIUrl":"10.1016/j.ijedro.2025.100512","url":null,"abstract":"<div><div>This study investigates how school type, school location, and student socioeconomic status (SES) jointly shape student achievement in mathematics, reading, and science in Indonesia, using the Indonesian subsample of the 2022 PISA dataset (<em>n</em> = 13,059). Building on Bourdieu’s framework of capital, habitus, and field, the analysis applies random-slope hierarchical linear models (HLM) to explore how institutional and geographical inequalities interact with student background and broader school characteristics (e.g., teacher quality, school climate, educational leadership, parental involvement).</div><div>Results reveal persistent urban–rural disparities, with students in more urbanized settings achieving higher scores across all domains. Although school type did not predict outcomes as a main effect, its interaction with location was significant: public schools outperformed private institutions in most urban contexts, while private independent schools had an advantage in megacities, and private government-dependent schools fared better in rural areas. Socioeconomic gradients were steeper in urban settings, reflecting stronger stratification processes. Among additional school-level factors, shortages of educational materials consistently predicted lower achievement, and negative student behavior was linked to lower science scores.</div><div>These findings challenge the common assumption that private schools uniformly deliver superior outcomes. Instead, they underscore how institutional selectivity, resource allocation, and geographical context collectively reproduce educational inequalities in Indonesia. The study highlights the need for policies addressing resource shortages and stratification mechanisms, particularly in disadvantaged schools and rural areas.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100512"},"PeriodicalIF":0.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781607","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 : 2025-07-30DOI: 10.1016/j.ijedro.2025.100508
Axelsson Annika , Lundqvist Johanna
In this study, we (the authors) identify and synthesise what characterises reading aloud at home, in preschool, and school that facilitates and enhances children’s early language development. We also identify and synthesise recommendations for parents and teachers to apply. In the study reading aloud is theoretically understood as a proximal process at a microsystem level. The study includes a scoping review and content analysis. After a search and screening process of 1,282 articles, a total of 106 articles were included. These articles adopted various research designs and were conducted in different countries. Two databases were used. The study generated 11 categories. These reflect both quality characteristics and recommendations: Choose place, book, and extra material; Ensure appropriate group constellation; Support transition and create a routine; Consider when, how often, and for how long; Communicate expectations and encourage engagement; Read in an appealing way and provide explanations; Include dialogue; Teach how to read; Encourage cosiness and empathy; Incorporate movement and play; and Cooperate with one another. In the study, a reading aloud model is provided and discussed; this constitutes the synthesis. Further, the result is discussed.
{"title":"Early language development and reading aloud with children: A scoping review and content analysis","authors":"Axelsson Annika , Lundqvist Johanna","doi":"10.1016/j.ijedro.2025.100508","DOIUrl":"10.1016/j.ijedro.2025.100508","url":null,"abstract":"<div><div>In this study, we (the authors) identify and synthesise what characterises reading aloud at home, in preschool, and school that facilitates and enhances children’s early language development. We also identify and synthesise recommendations for parents and teachers to apply. In the study reading aloud is theoretically understood as a proximal process at a microsystem level. The study includes a scoping review and content analysis. After a search and screening process of 1,282 articles, a total of 106 articles were included. These articles adopted various research designs and were conducted in different countries. Two databases were used. The study generated 11 categories. These reflect both quality characteristics and recommendations: Choose place, book, and extra material; Ensure appropriate group constellation; Support transition and create a routine; Consider when, how often, and for how long; Communicate expectations and encourage engagement; Read in an appealing way and provide explanations; Include dialogue; Teach how to read; Encourage cosiness and empathy; Incorporate movement and play; and Cooperate with one another. In the study, a reading aloud model is provided and discussed; this constitutes the synthesis. Further, the result is discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100508"},"PeriodicalIF":0.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739159","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 : 2025-07-26DOI: 10.1016/j.ijedro.2025.100505
Undarmaa Maamuujav
Understanding what features characterize proficient writing and how linguistic and rhetorical features contribute to writing quality is crucial in understanding the complexity of writing and written text. To this end, this study examines the extent to which lexical sophistication, syntactic complexity, and rhetorical features predict human-judged writing quality using a learner corpus of text-based argumentative essays (N = 410) written by linguistically diverse students in middle and high school. Lexical sophistication, syntactic complexity, and rhetorical features were examined in connection to holistic writing quality. Analytic strategies include Pearson correlations, confirmatory factor analysis (CFA), and structural regression. Results show that observed variables of lexical sophistication, syntactic complexity, and rhetorical features are weakly to strongly correlated to holistic writing quality score (r = 0.26 to r = 0.66). A three-factor model in which the lexical sophistication, syntactic complexity, and rhetorical features are latent constructs that covary with one another had a close fit and was the best-fitting model. The latent construct of rhetorical features significantly predicts writing quality score while latent constructs of lexical sophistication and syntactic complexity are strongly correlated with rhetorical features. Implications for writing research and pedagogy are discussed.
理解精通写作的特征以及语言和修辞特征如何影响写作质量对于理解写作和书面文本的复杂性至关重要。为此，本研究使用基于文本的议论文学习者语料库（N = 410）考察了词汇复杂性、句法复杂性和修辞特征在多大程度上预测了人类判断的写作质量，这些论文由语言多样化的初高中学生撰写。词汇的复杂性，句法的复杂性，和修辞的特点，检查连接到整体写作质量。分析策略包括Pearson相关性、验证性因子分析（CFA）和结构回归。结果表明，词汇复杂程度、句法复杂程度和修辞特征与整体写作质量得分呈弱至强相关（r = 0.26 ~ r = 0.66）。词汇复杂性、句法复杂性和修辞特征是相互协变的潜在构念的三因素模型具有密切的拟合性，并且是最佳拟合模型。修辞特征的潜在构念对写作质量得分有显著的预测作用，词汇复杂度和句法复杂度的潜在构念与修辞特征有很强的相关性。对写作研究和教学的启示进行了讨论。
{"title":"Relations of linguistic features, rhetorical moves, and writing quality in academic writing of secondary students","authors":"Undarmaa Maamuujav","doi":"10.1016/j.ijedro.2025.100505","DOIUrl":"10.1016/j.ijedro.2025.100505","url":null,"abstract":"<div><div>Understanding what features characterize proficient writing and how linguistic and rhetorical features contribute to writing quality is crucial in understanding the complexity of writing and written text. To this end, this study examines the extent to which lexical sophistication, syntactic complexity, and rhetorical features predict human-judged writing quality using a learner corpus of text-based argumentative essays (<em>N</em> = 410) written by linguistically diverse students in middle and high school. Lexical sophistication, syntactic complexity, and rhetorical features were examined in connection to holistic writing quality. Analytic strategies include Pearson correlations, confirmatory factor analysis (CFA), and structural regression. Results show that observed variables of lexical sophistication, syntactic complexity, and rhetorical features are weakly to strongly correlated to holistic writing quality score (<em>r</em> = 0.26 to <em>r</em> = 0.66). A three-factor model in which the lexical sophistication, syntactic complexity, and rhetorical features are latent constructs that covary with one another had a close fit and was the best-fitting model. The latent construct of rhetorical features significantly predicts writing quality score while latent constructs of lexical sophistication and syntactic complexity are strongly correlated with rhetorical features. Implications for writing research and pedagogy are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100505"},"PeriodicalIF":0.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711734","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 : 2025-07-18DOI: 10.1016/j.ijedro.2025.100507
Qiaoping Zhang , Haomin Fang , Xinrui Tang
Undergraduate students are at a pivotal stage of transition between high school and society, during which their well-being plays a critical role in shaping their personal and academic development. Mathematics is a fundamental subject in which students frequently face challenges, such as high failure rates, and this can negatively impact their confidence, motivation, and overall well-being. While research on undergraduate students’ well-being in mathematics remains scarce, there is currently no standardized framework for assessing their mathematical well-being. Addressing this emerging need, this study developed a conceptual model of undergraduate students’ mathematical well-being, grounded in data collected in China and a validated well-being scale. Through exploratory and confirmatory factor analyses, a robust four-factor model was constructed. The results showed that there is one objective and three subjective factors jointly affecting undergraduate students’ mathematical well-being. Furthermore, the students’ mathematical well-being model also suggests a difference between their mathematical and general well-being. This study highlights the importance of studying undergraduate students’ mathematical well-being and provides a critical framework for its evaluation, offering theoretical insights into how mathematical well-being shapes students’ academic trajectories and career interests.
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