What do teachers think about students' emotions? A mixed-method exploration of their implicit theories [0.03%]
教师如何看待学生的情绪？一种关于其默认理论的混合研究方法探索
Line Fischer,Catherine Audrin,Sandrine Biémar et al.
Line Fischer et al.
Emotions play a central role in educational settings, influencing both students' engagement and teachers' instructional practices. Despite growing recognition of the importance of emotion in education, little is known so far about how prese...
The longitudinal effect of perceived person-environment fit on academic trajectories and the mediating role of self-concepts and expectations of success [0.03%]
匹配感知的纵向效应与学业轨迹及自我概念和成功预期作用机制的关系研究
Lukas Ramseier,Markus P Neuenschwander
Lukas Ramseier
In Switzerland, a goal during lower secondary school is to secure a qualifying upper secondary education, either vocational education and training or general education. By combining person-environment fit theory and expectancy-value theory,...
Editorial: Research on value development in the school context: new directions and approaches from an international perspective [0.03%]
论点：学校情境中价值观发展的研究：国际视野下的新方向与方法学探索
Elena Makarova,Anna K Döring,Ella Daniel et al.
Elena Makarova et al.
This special issue advances the study of value formation in educational settings by introducing and applying the Value Transmission in the School Context model, which has been developed on the basis of a conceptual synthesis of Schwartz's T...
Social context and daily fluctuations in adolescents' mindset: the role of parental beliefs, appraisal of increasing marks, and feedback [0.03%]
青少年心态的社会背景和日常波动：父母信念、分数增加的评价以及反馈的作用
Ilona M B Benneker,Fanny de Swart,Nikki C Lee et al.
Ilona M B Benneker et al.
Mindset is generally conceptualized as a stable trait, but recent research suggests that the social context may play a pivotal role in its development and adjustment (de Ruiter & Thomaes, 2023; King, 2020); Lou & Li, 2023). Empirical invest...
Understanding the development of teachers' self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills [0.03%]
理解教师自我效能发展的促进自调节学习的作用：一项关于经验、思维和自我调节技能的准实验研究
Johannes Jud,Carmen Nadja Hirt,Tabea Daria Eberli et al.
Johannes Jud et al.
Teachers' self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a pro...
Parents' learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries [0.03%]
父母的学习支持和学校态度与九国青少年学业身份和学习成绩的关系
Suha M Al-Hassan,Natasha Duell,Jennifer E Lansford et al.
Suha M Al-Hassan et al.
An important question for parents and educators alike is how to promote adolescents' academic identity and school performance. This study investigated relations among parental education, parents' attitudes toward their adolescents' school, ...
Children's personal values and their behavior in the classroom in the early elementary school years: mapping longitudinal trajectories [0.03%]
小学生早期校园行为轨迹及其与核心价值观的关系：纵向研究
Ricarda Scholz-Kuhn,Elena Makarova,Anat Bardi et al.
Ricarda Scholz-Kuhn et al.
This study pioneers the examination of developmental trajectories of children's personal values and their behavior in the classroom at the start of elementary school, exploring these dynamics of change in younger children. Additionally, we ...
Mathematics emotion profiles: stability and change during Grades 7 and 8 [0.03%]
七、八年级学生的数学情绪特征：不变与变化
Tanja Held,Tina Hascher
Tanja Held
Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we inves...
Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality [0.03%]
新冠疫情停课对小学学生成绩的影响：教育实践和缩小不平等的启示
Ron Oostdam,Mieke van Diepen,Bonne Zijlstra et al.
Ron Oostdam et al.
The current study investigates the effects of the school lockdowns during school years 2019-2020 and 2020-2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluen...
Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment [0.03%]
荷兰的COVID-19疫情期间的学生福祉：学术学习环境中的基础心理需求的满足与挫败感
L Kiltz,M Trippenzee,J Fleer et al.
L Kiltz et al.
The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that ...