The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue [0.03%]
同伴关系与动机的相互作用机制——关于特刊的评论文章
Jessica E Kilday,Allison M Ryan
Jessica E Kilday
Background: Boosting student motivation is an important goal, as it fuels effective learning and collaboration in school. Motivation develops through both personal beliefs and environmental influences. While peers make up...
Longitudinal trajectories of parent-teacher communication during elementary school: Investigating child academic skills, school enjoyment and self-perceived ability [0.03%]
小学期间家长与教师沟通的纵向轨迹：考察儿童学业技能、学校乐趣和自我感知能力的影响
Maggie Roy,Catherine Julien,Jasmine Gobeil-Bourdeau et al.
Maggie Roy et al.
Background: Parent-teacher communication is key to children's school functioning. It can help teachers adjust their educational practices and interactions with students and increase parent involvement at school. ...
Fostering social-emotional competence in early childhood: EmoCog Play Integration Programme [0.03%]
幼儿情感教育：情商与认知游戏整合课程
Mengyan Fang,Runke Huang,Chenyi Zhang
Mengyan Fang
Background: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that system...
Teacher motivation and teaching quality: Situation-specific and process-oriented perspectives [0.03%]
教师动机与教学品质：情境特定及过程导向之观点
Rebecca Lazarides,Markus Dresel
Rebecca Lazarides
Background and aims: Teacher motivation is key to high-quality instruction and positive student outcomes. While its links to teaching and student development are indicated by a series of studies, less is known about the s...
Mitigating the seductive details effect by topic and irrelevance signals [0.03%]
利用主题信号和无关信号缓解诱人的细节效应
Lukas Wesenberg,Felix Krieglstein,Sebastian Jansen et al.
Lukas Wesenberg et al.
Background: Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload student...
Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis [0.03%]
同伴支持和课堂正义对中国青少年学业投入与排斥的追踪效应：中介作用及多组别分析
Qi Gao,Yukai Zhou,Libin Zhang et al.
Qi Gao et al.
Background: The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of ...
The effectiveness of a principle-based professional development programme in promoting teachers' high-level talk in primary mathematics classrooms [0.03%]
一项以原则为基础的教师专业发展计划对促进小学数学课堂高水平对话的有效性研究
Noa Brandel,Merit Deri,Ronnie Karsenty et al.
Noa Brandel et al.
Introduction: We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), i...
Social media interference among college students: The role of social achievement goals and fear of missing out [0.03%]
高校生的社交媒体干扰：社会成就目标和害怕错过心理的作用
Sungok Serena Shim,Boreum Kim,C Addison Helsper et al.
Sungok Serena Shim et al.
Background: Social media has become an integral part of college students' daily lives. However, concerns are growing that its use may trigger fear of missing out (FoMO), potentially leading students to neglect daily respo...
Medical trainees' emotions and their effects on perceptions of performance and team mood in team-based simulations [0.03%]
医学培训生的情绪及其对团队模拟中表现感知和团队情绪的影响
Keerat Grewal,Sayed Azher,Matthew Moreno et al.
Keerat Grewal et al.
Background: Emotions affect performance in learning contexts; however, their effects on medical trainees' performance in highly ecologically valid settings, like team-based simulation training, are not well understood. It...
Changing perspectives: The development of preservice teachers' field-specific ability beliefs across academic disciplines [0.03%]
转变视角：学区教师实习生成就信念的发展性跨学科研究
Katharina Asbury,Bastian Carstensen,Uta Klusmann
Katharina Asbury
Background: Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, l...