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...
Perceived peer relationships and achievement motivation: Subject-specific dynamics in a Chinese high school learning context [0.03%]
感知的同伴关系与成就动机：中国高中学习语境中的学科特异动力学
Tianxue Cui,Emily Hongzhen Cheng,Jian Shi et al.
Tianxue Cui et al.
Aim: This study employed a three-wave random intercept cross-lagged panel model (RI-CLPM) to investigate whether a reciprocal relationship exists between perceived peer relationships (intimacy and conflict) and achievemen...
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students [0.03%]
获取社会支持与学术期望和主观任务价值之间的互惠关系：对于第一代学生和转学生更为强烈
Hanna Gaspard,Cora Parrisius,Luise von Keyserlingk et al.
Hanna Gaspard et al.
Background: Social support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal resear...
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement [0.03%]
水涨船高：二语课堂中成就的社会感染及内在动机和参与度的作用
Norman B Mendoza,Artem Zadorozhnyy,John Ian Wilzon T Dizon
Norman B Mendoza
Background: The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learnin...
Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning [0.03%]
从社会共享学习调节的视角探究同伴对合作小组成员动机的影响
Hanna Järvenoja,Tiina Törmänen,Emma Lehtoaho et al.
Hanna Järvenoja et al.
Background: Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motiva...
Ability grouping in German secondary schools: The effect of non-academic track schools on the development of Math competencies [0.03%]
德国中学的分组教学：非学术轨道学校对学生数学能力发展的影响
Sonja Herrmann,Katharina M Bach
Sonja Herrmann
Background: Differences in competence gains between academic and non-academic track schools are often attributed to selection effects based on students' primary school performance and socioeconomic status (SES). However, ...
Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis [0.03%]
探究师范生在教学体验中情绪产生的原因：一种特定情境分析
Eva Susann Becker,Tina Hascher,Thomas Goetz et al.
Eva Susann Becker et al.
Theoretical background: In the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making t...