Relationships between students' achievement goals and social positioning in the classroom [0.03%]
学生成就目标与课堂中的社会定位之间的关系
Alla Hemi,Nir Madjar,Yisrael Rich et al.
Alla Hemi et al.
Background: Academic achievement goals are important for student outcomes, including their well-being, collaboration with peers, and academic achievement. Theory and research also indicate that achievement goals are linke...
Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities [0.03%]
同伴接受如何塑造学生的课后活动目标、团体参与和能力发展togroups-goals-and-growth-how-peer-acceptance-shapes-student-development-in-co-curricular-activities
Gregory Arief D Liem,Jennifer A Fredricks
Gregory Arief D Liem
Background: Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activit...
Do you prefer to collaborate with students pursuing the same goals? - A network analysis of physical education classes [0.03%]
你更喜欢与目标相同的学生合作吗？- 体育课的网络分析
Annabell Schüßler,Cornelius Holler,Yannick Hill
Annabell Schüßler
Background: At school, students need to learn to collaborate with others to achieve common objectives. However, we are lacking insights into how students determine preferred collaboration partners, while multiple plausibl...
How students' math anxiety profiles change in primary school: The roles of teacher support, peer support and math attitudes [0.03%]
小学生数学焦虑程度的变化：教师支持、同伴支持和数学态度的作用
Xinfeng Zhuo,Yangyang Wang,Yanli Xu et al.
Xinfeng Zhuo et al.
Background: Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from ...
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective [0.03%]
课堂模拟表现促进准教师的教学动力：潜在变化视角
Hui Wang,Sophie Thompson-Lee,Robert M Klassen
Hui Wang
Background: Preparing preservice teachers for teaching placements and future careers is crucial. However, their motivation often fluctuates as they gain experience and receive feedback from influential sources. While prev...
Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation [0.03%]
学习障碍学生的学习自我概念和阅读理解：阅读焦虑和阅读动机的链式中介作用
Halime Miray Sümer Dodur,Mustafa Ceylan
Halime Miray Sümer Dodur
Background: Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental s...
The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning [0.03%]
富者愈富：经济社会的优势放大了学习中成长型思维的作用
Ronnel B King,Faming Wang
Ronnel B King
Background: Past studies on mindsets have mostly examined them as an individual difference variable. However, the mindset-by-context framework argues that mindsets do not occur within a vacuum, and their successful implem...
What individual, family, and school factors influence the identification of special educational needs in Wales? [0.03%]
在威尔士，哪些个体、家庭和学校因素影响特殊教育需求的识别？
Jennifer Keating,Cathryn Knight,Alexandra Sandu et al.
Jennifer Keating et al.
Background: Previous national and international research has investigated potential patterns of SEN identification, in which there may be overrepresentation of males, individuals from lower socio-economic backgrounds, and...
Sophie Bossert,Martin Daumiller,Stefan Janke et al.
Sophie Bossert et al.
Background: Individual achievement goals are influenced by the learning context, such as the classroom. In this social space, social norms emerge and shape motivation and behaviour. Classroom goal structures reflect injun...
Dynamic friendship processes related to learning interest: Moderating by class-level social-emotional competency [0.03%]
与学习兴趣相关的动态友谊过程：受班级水平社会情感能力调节的影响
Kexin Qin,Yimei Zhang,Tianshu Zhang et al.
Kexin Qin et al.
Background: Learning interest is an intrinsic motivation that dynamically interacts with friendships. Students alter their learning interests to assimilate with their friends and actively establish friendships on the basi...