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...
Be happy and effective? Incorporating emotional design into multimedia learning in elementary science education [0.03%]
快乐而有效？在小学科学教育中的多媒体学习中融入情感设计
Yueru Lang,Shaoying Gong,Yanan Wu et al.
Yueru Lang et al.
Background: In recent years, the endeavour to stimulate positive emotions, regulate negative emotions, and facilitate the learning of elementary school students through emotional design has attracted a lot of attention. ...
The relationship between trait- and state-math anxiety and math engagement: The role of math learning context and task difficulty [0.03%]
心理数学焦虑与情境性数学焦虑的关系：学习情境和任务难度的作用
Siwen Guo,Shanhui Liao
Siwen Guo
Background: Various findings regarding the relationship between math anxiety and engagement have been identified in the literature, with many focusing on general math anxiety and overall math engagement. ...
Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes [0.03%]
心理幸福感、韧性、自我决定和毅力：体育课上的“新颖性”作用
Ruben Trigueros,Alejandro García-Mas
Ruben Trigueros
Introduction: In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environ...
Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement [0.03%]
教师边缘化可以预防吗？通过工作投入探究赋权型领导如何缓解教师被排挤现象
Alper Uslukaya
Alper Uslukaya
Aim: Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement. ...