Kai S Cortina
Kai S Cortina
Social and academic intrinsic values: A random intercept cross-lagged panel analysis [0.03%]
社会和学术内在价值：随机截距交叉滞后面板分析
You-Kyung Lee,Jawon Min,Yoonsun Shin et al.
You-Kyung Lee et al.
Background: Adolescence is crucial for nurturing motivation in peer relationships and for academic achievement. Although social and academic intrinsic values develop together, the direction of their development remains in...
Does teacher support predict students' growth mindset? A random intercept cross-lagged panel model [0.03%]
教师支持预测学生的成长型思维吗？一项随机截距交叉滞后模型研究
Lene Vestad,Edvin Bru,Tuomo Virtannen
Lene Vestad
Background: Teachers' role in fostering students' growth mindset (GM) is increasingly acknowledged among researchers and practitioners. However, the questions of how teachers support students' growth mindsets and whether ...
Flipping a simulation before instruction can improve students' learning, interest and perceived competence [0.03%]
翻转课堂模拟教学可以改善学生的学习效果、兴趣及自我感知能力
Marci S DeCaro,Derek K McClellan,Ryan Patrick et al.
Marci S DeCaro et al.
Background: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. Aims: ...
The situatedness of instructional quality-How situated are college students' ratings? [0.03%]
教学品质的语境性——大学生评价的教学品质有多具语境性？
Charlott Rubach,Luise von Keyserlingk,Jutta Heckhausen et al.
Charlott Rubach et al.
Background: Student ratings are commonly used to evaluate classroom processes. Research suggests that these ratings are not solely based on objective situational characteristics but also reflect rater characteristics. Alt...
The 'FRIENDS for Life' emotional health programme: Differential impact for those at risk [0.03%]
《朋友伴我心》情感健康计划：针对弱势群体的不同影响效果
Michael Wigelsworth,Margarita Panayiotou,Garry Squires et al.
Michael Wigelsworth et al.
Background: Evidence suggests that FRIENDS, a universal cognitive behavioural programme for schools, can improve children's emotional health, yet debate persists regarding its efficacy with respect to prevention versus tr...
Are teachers' and students' emotions reciprocally transmitted in the classroom? [0.03%]
教师和学生的情绪会在课堂上互相影响吗？
Pei-Hsin Li,Diane Mayer,Lars-Erik Malmberg
Pei-Hsin Li
Background: Understanding teachers' and students' emotions in the classroom is acknowledged as beneficial for teaching and learning. While existing studies have emphasized the relationships between teachers and students, ...
Teachers, peers, and academic effort: How peer bullying victimization undermines the benefits of teacher support on students' persistence and effort [0.03%]
教师支持与同伴欺凌受害对学业努力的影响及作用机制研究
İbrahim Dadandı
İbrahim Dadandı
Background: Enhancing student motivation and effort in learning environments is a pivotal concern for educators. While the positive effects of teacher support on students' academic self-efficacy beliefs and efforts are we...
Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method [0.03%]
运用经验取样法考察同伴交往和课堂社会环境对学生当前学业动机的影响研究
Margarita Knickenberg,Carmen L A Zurbriggen
Margarita Knickenberg
Introduction: Current academic motivation is affected by personal and situational factors. This highlights the dynamic nature of academic motivation, which is shaped by its social contexts, particularly by peers at school...
Vocabulary knowledge is key to understanding and addressing disparities in higher education [0.03%]
词汇知识是理解并解决高等教育不平等的关键因素
Selma Babayiğit,Danijela Trenkic
Selma Babayiğit
Background: Persistent degree-awarding gaps exist in UK universities along the lines of domicile (UK vs. non-UK) and ethnicity (white British vs. ethnic minority). Although both intersect with language (English as a first...