【SSCI】教育学顶刊《Learning and Instruction》最新论文推送

Learning and Instruction文章共87篇，祝大家阅读愉快。

《Training flexibility in dealing with additive situations》

《在处理附加情况方面的灵活性培训》

作者：Laura Gabler · Stefan Ufer

英文摘要：Abstract Objective Students' difficulties with word problems have been the subject of research for decades. Many studies identified students' ability to construct a situation model that reflects the word problem's situation structure correctly as a major factor. To overcome such difficulties, prior works suggested to provide learners with strategies, which comprise to restructure the situation model by integrating different perspectives on the presented situation. Corresponding trainings have not been investigated systematically yet. Methods We report on an experimental feasibility study investigating a training targeting the proposed strategies. Students from ten grade 2 classrooms (N = 115) in Germany participated in the study. The ten-day training focused on generating and comparing different perspectives on given situations but did not include any word problem solving. Results Students participating in the training showed significantly higher progress in their ability to restructure situation models and their word problem solving skills from pre-to follow-up test than students from the control-group. The effect of the training was not influenced by students’ language skills. Conclusion The results indicate that it is feasible to foster word problem solving skills by solely training how to restructure the initial situation model generated from a word problem. Practice Since the experimental group received additional support in contrast to the control group, it is impossible to draw conclusions about the importance of the training for regular mathematics lessons, beyond the fact that the training is effective in principle. Implications The approach should be compared to other approaches to foster word problem solving.

中文摘要：目的 几十年来，学生在词汇问题上的困难一直是研究的主题。许多研究认为学生构建情境模型的能力是正确反映词汇问题情境结构的主要因素。为了克服这些困难，以往的研究建议为学习者提供策略，包括通过整合对所呈现情境的不同观点来重构情境模型。相应的培训尚未得到系统的调查。方法 我们报告一个实验可行性研究，调查针对提议策略的培训。来自德国10个二年级班级(N = 115)的学生参与了这项研究。为期10天的培训侧重于产生和比较特定情况下的不同观点，但不包括任何文字问题的解决。结果 参与训练的学生在情境模型重构能力和词汇问题解决能力方面的进步显著高于对照组学生。训练效果不受学生语言能力的影响。结论 结果表明，单纯通过训练如何重构词汇问题产生的初始情境模型来培养词汇问题解决技能是可行的。练习 由于与对照组相比，实验组得到了额外的支持，除了培训原则上是有效的这一事实之外，无法得出关于普通数学课程培训重要性的结论。影响 这种方法应该与其他方法进行比较，以促进词汇问题的解决。

https://doi.org/10.1016/j.learninstruc.2024.101902

《Integrating AIGC into product design ideation teaching: An empirical study on self-efficacy and learning outcomes》

《AIGC 融入产品设计理念教学: 自我效能感与学习效果的实证研究》

作者：Kuo-Liang Huang · Yichen Liu · Ming‐Qing Dong · Chia-Chen Lu

英文摘要：Abstract Background The emergence of artificial intelligence-generated content (AIGC) in the realm of education, notably in product design, signifies a watershed moment, heralding significant enhancements over conventional pedagogies by potentially catalyzing unparalleled innovation. Aims This investigation assesses the ramifications of assimilating AIGC into product design instruction, focusing on its advantages, constraints, and consequent influence on students’ design cognition across a spectrum of proficiency levels. Sample The study encompassed 119 scholars with a focus on product or industrial design, delineated into three distinct echelons of proficiency. Methods Utilizing Technology-mediated Learning Theory, an empirical field study was initiated to explore AIGC's impact on self-efficacy, ideation volume, innovation, diversity, and the aggregate quality of outcomes, taking into account the divergence in pedagogical strategies and student competency tiers. Results AIGC notably augmented students' self-efficacy, ideation, novelty, and variety, albeit with a potential diminution in ideational quality. Disparities in self-efficacy, volume of ideas, and their caliber were discernibly evident across varying tiers of competency. Conclusions AIGC markedly fosters innovation within product design pedagogy, demonstrating its ascendancy over traditional instructional methods in catalyzing scholastic innovation. However, orthodox teaching methodologies retain their critical role in the cultivation of problem-solving acumen. Personalized support, particularly for those demonstrating lower self-efficacy, is paramount in amplifying their creative ideation through bespoke pedagogical strategies, thus maximizing the utility of AIGC integration.

中文摘要：背景资料 人工智能生成内容(AIGC)在教育领域的出现，尤其是在产品设计领域，标志着一个分水岭时刻，预示着通过潜在地催化无与伦比的创新，对传统教学法的重大改进。目标 本研究评估了将 AIGC 融入产品设计教学的后果，重点探讨了 AIGC 的优势、限制因素及其对不同水平学生设计认知的影响。样本 这项研究涵盖了119名专注于产品或工业设计的学者，划分为三个不同的熟练程度等级。方法 利用技术中介学习理论，考虑到教学策略和学生能力层次的差异，开展实证研究，探讨 AIGC 对自我效能、思维量、创新、多样性和结果总体质量的影响。结果 AIGC 显著提高了学生的自我效能感、思维能力、新颖性和多样性，尽管可能会降低学生的思维品质。自我效能、想法的数量以及他们的能力的差异在不同的能力层次上是明显的。结论 AIGC 显著地促进了产品设计教学方法的创新，显示出它在催化学校创新方面优于传统的教学方法。然而，正统的教学方法在培养解决问题的能力方面仍然起着关键的作用。个性化的支持，特别是对那些表现出较低自我效能感的人来说，通过定制的教学策略来扩大他们的创造性思维，从而最大限度地发挥 AIGC 整合的效用是至关重要的。

https://doi.org/10.1016/j.learninstruc.2024.101929

《Student well-being, perceived teacher error management, and perceived teacher justice》

《学生幸福感、教师错误管理感、教师公正感》

作者：Tina Hascher · Julia Mori

英文摘要：Abstract Aims In this longitudinal study, we aimed at understanding the relation between students’ perceptions of teacher error management, teacher justice, and student well-being while considering age- and context-related differences. Sample A total of n = 575 primary school students (Grades 4–6) and n = 610 secondary school students (Grades 7–9) participated. Methods Random-intercept cross-lagged panel modeling was applied. Results In primary education, perceived teacher error management positively predicted enjoyment and positive academic self-concept in school and was reciprocally related to positive attitudes. Perceived teacher justice negatively predicted physical complaints and social problems and was reciprocally positively related to worries in school. In secondary education, perceived teacher error management positively predicted all three positive dimensions of student well-being. Perceived teacher justice negatively predicted social problems in school, whereas worries in school negatively predicted perceived teacher justice. Conclusions Associations between student well-being and aspects of instructional teacher behavior varied across well-being dimensions and showed several similarities and few differences between primary and secondary education. Teachers’ role in student well-being was confirmed in both education contexts.

中文摘要：目标 在本追踪研究中，我们旨在了解学生对教师错误管理、教师公正和学生幸福感的看法之间的关系，同时考虑与年龄和环境有关的差异。样本 共有575名小学生(四至六年级)及610名中学生(七至九年级)参加。方法 采用随机截距交叉滞后面板建模方法。结果 在小学教育中，教师错误管理知觉正向预测学校的乐趣和积极的学业自我概念，并与积极态度相互关联。感知到的教师公正对身体抱怨和社会问题有负面预测作用，并且与学校中的焦虑情绪呈正相关。在中等教育阶段，教师错误管理知觉对学生幸福感的三个正向维度均有正向预测作用。教师公平感负向预测学校社会问题，学校焦虑负向预测教师公平感。结论 学生幸福感与教师行为之间的关联在不同的幸福感维度上存在差异，在小学和中学教育之间表现出一些相似之处和很少的差异。在这两种教育情境中，教师在学生幸福感中的角色都得到了肯定。

https://doi.org/10.1016/j.learninstruc.2024.101901

《Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms》

《多语言学习者的语言公正与包容: 英语教学中选择性跨语言教学的启示》

作者：Pramod K. Sah · Guofang Li

英文摘要：Abstract Background and aims English-medium instruction (EMI) mainly mandates teaching all subjects in English only, but evidence shows teachers and students use local languages alongside English, commonly known as translanguaging. This has been proposed as a transformative pedagogy, especially for ethnic/Indigenous children, but research on its impact on the lived experiences of ethnic minority students in EMI multilingual classrooms is lacking. This paper fills the gap by studying the discursive use of translanguaging in EMI classrooms in a multilingual school in Nepal. Methods Drawing on an ethnographic study in an EMI school located in a multilingual ethnic minority community where mother tongues (i.e., Bhojpuri) other than Nepali were spoken, this paper reports on interviews, focus group discussions, and classroom observations in Grades 6 and 9 over 4 months. Results Data analysis reveals that both teachers and students recognized a need to negotiate the English-only policy to accommodate their limited English proficiency and used Nepali but not their mother tongues as a supplementary language. While English-Nepali translanguaging seemed to facilitate a better delivery and understanding of content knowledge, this selective, excluding practice did not guarantee equity and equality due to excluding students’ mother tongues (i.e., Bhojpuri) in content classes and school language policy. Conclusions Our findings highlight how such “selective translanguaging” practices and their related ideologies stigmatize mother tongues, causing linguistic injustice for ethnic minority students. The study proposes “inclusive translanguaging,” countering unequal language ideologies and embracing historically marginalized languages, cultures, and identities.

中文摘要：背景及目标 英语教学法(EMI)主要要求所有科目只用英语教学，但有证据表明，教师和学生除了使用英语外，还使用当地语言，通常称为跨语言教学。这被认为是一种变革性的教育方法，特别是对于少数民族/土著儿童，但是缺乏关于它对少数民族学生在 EMI 多语言课堂上的生活经历的影响的研究。本文通过对尼泊尔一所多语言学校 EMI 课堂中跨语言的话语使用情况的研究，填补了这一空白。方法 本文通过对一所位于多语种少数民族社区的 EMI 学校的人种学研究，报告了6年级和9年级4个月的访谈、焦点小组讨论和课堂观察。结果 数据分析表明，教师和学生都认识到有必要就只有英语的政策进行谈判，以适应他们有限的英语水平，并使用尼泊尔语而不是他们的母语作为补充语言。虽然英语-尼泊尔语翻译似乎有助于更好地传递和理解内容知识，但这种有选择性的排除做法并不能保证公平和平等，因为在内容课程和学校语言政策中排除了学生的母语(即博伊普里语)。结论 我们的研究结果强调了这种“选择性跨语言”的做法及其相关的意识形态是如何污蔑母语的，从而导致少数民族学生的语言不公平。该研究提出“包容性的跨语言”，反对不平等的语言意识形态，拥抱历史上被边缘化的语言、文化和身份。

https://doi.org/10.1016/j.learninstruc.2024.101904

《The role of social networks in digital learning gamification: Learner communication preferences and performance effects》

《社会网络在数字化学习游戏化中的作用: 学习者的交际偏好和表现效果》

作者：Clyde A. Warden · Judy F. Chen · James O. Stanworth

英文摘要：Abstract Background With increasing use of social networks among university learners, its role in communication channels in connectivists teaching context needs examination. Aims This study investigates the role of communication channels in social networks as learners engage in a negotiation simulation RPG. Samples The current study collects data from 20 groups of learners in a fully online modality where learners are engaged in the negotiation simulation RPG. Methods Set in a fully online class, using a RPG that requires high levels of communication among participants, communication channel use is measured. Behavior data tracks actions between groups in the learning RPG database, allowing social network analysis. Results Results show social network apps are most often used by learners for both intra and intergroup conversations. Surprisingly, increased inter-group communication does not always improve learner performance in a connectivist setting. Instead, each additional communication quickly improves performance up to a certain point. After that point, more communication does not necessarily lead to better performance. Conclusion Instructors and administrators need to find ways to welcome technology platforms, like social media, into the classroom. However, social media platforms are in no way designed to fit a specific class and bring their own set of issues that can run counter to the class goals or instructional methods.

中文摘要：背景资料 随着大学生社交网络使用的日益增多，其在连接主义教学语境中的交际渠道作用需要进一步研究。目标 本研究旨在探讨学习者参与协商模拟角色扮演游戏时，沟通渠道在社交网络中所扮演的角色。样本 本研究以完全在线的方式收集了20组学习者的数据，其中学习者参与了协商模拟 RPG。方法 设置在一个完全在线的课程，使用一个 RPG，需要参与者之间的高水平沟通，沟通渠道的使用是衡量。行为数据跟踪学习 RPG 数据库中群体之间的行为，允许进行社交网络分析。结果 结果显示，学习者最常使用社交网络应用程序进行团体内部和团体间的对话。令人惊讶的是，增加群体间的交流并不总是能提高学习者在连接主义环境中的表现。相反，每一次额外的通信都会在一定程度上快速提高性能。在此之后，更多的交流并不一定会带来更好的性能。结论 教师和管理人员需要找到方法来欢迎社交媒体等技术平台进入课堂。然而，社交媒体平台的设计并不是为了适应特定的班级，也不是为了带来一系列与班级目标或教学方法背道而驰的问题。

https://doi.org/10.1016/j.learninstruc.2024.101911

《Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments》

《扩展性能力评估: 教师的视角和多模式和跨语言内容评估的实践》

作者：Scott E. Grapin · Laura Ascenzi‐Moreno

英文摘要：Abstract Background Expansive assessment seeks to reimagine assessment in content and language integrated learning (CLIL) through the lens of expansive theories of communication (e.g., multimodality, translanguaging). However, for expansive assessment to be consequential for students in CLIL classrooms, teachers must be open to recognizing student learning expressed in ways that go beyond what has been traditionally privileged (e.g., written English). Aims This article reports on two complementary studies of U.S. teachers’ perspectives and practices related to expansive assessment. Study 1 addressed multimodal assessment with pre-service teachers (PSTs) in science. Study 2 addressed translanguaged assessment with in-service teachers (ISTs) in language arts. Samples Participants in Study 1 were 10 PSTs. Participants in Study 2 were two ISTs from different elementary schools with different instructional arrangements. Methods Interviews and observations were used to elicit teachers' perspectives on expansive assessment and their practices interpreting students’ performances. Results In both studies, teachers' perspectives closely reflected their practices. For example, PSTs whose perspectives eschewed logocentrism tended to recognize evidence of science learning in students' visual responses. However, there were also findings unique to each study. For example, ISTs’ perspectives and practices related to translanguaged assessment were mediated by the language policies at their schools. Conclusions The two studies, which examined different teacher populations, assessment approaches, and content areas, converge in highlighting three overarching themes to guide future research: (a) the importance of clarity regarding constructs assessed, (b) the contextual mediation of teachers’ perspectives and practices, and (c) the need for teacher learning across their careers.

中文摘要：背景资料 扩展性评价旨在通过扩展性交际理论(例如，多模态，跨语言)的视角重新构想内容和语言综合学习(CLIL)中的评价。然而，为了使广泛的评估对 CLIL 课堂的学生产生重要影响，教师必须开放地认识到学生的学习表达方式超越了传统的特权(例如，书面英语)。目标 本文对美国教师的扩展性评价的观点和实践进行了两项互补性研究。研究1探讨了科学专业职前教师(PST)的多模式评估。研究二与在职语言艺术教师进行跨语言评估。样本 研究1的参与者是10个 PST。研究二的参加者为两名来自不同小学的教学督导员，他们的教学安排各有不同。方法 通过访谈和观察，了解教师对扩展性评价的看法，以及他们解释学生表现的做法。结果 在这两项研究中，教师的观点密切反映了他们的实践。例如，视角避开逻各斯中心主义的 PST 倾向于在学生的视觉反应中识别科学学习的证据。然而，每项研究也有独特的发现。举例来说，英语教师的观点和做法有关的跨语言评估调解的语言政策，在他们的学校。结论 这两项研究考察了不同的教师群体，评估方法和内容领域，共同强调了三个总体主题，以指导未来的研究: (a)关于评估结构的清晰度的重要性，(b)教师观点和实践的背景调解，以及(c)教师在其职业生涯中学习的需要。

https://doi.org/10.1016/j.learninstruc.2024.101925

《Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background》

《与教师的关系和学校的归属感: 根据青少年移民背景的个体间和个体内的差异》

作者：Isabelle Archambault · Sophie Pascal · Élizabeth Olivier · Kristel Tardif‐Grenier · Véronique Dupéré · Michel Janosz

英文摘要：Abstract Background Social well-being arises from the fulfillment of the basic need for relatedness. In school, it largely hinges on teacher-student relationships (TSR) and sense of school belonging (SSB), two important levers for educational success, and especially for immigrant-background youths. Aims This study aims to disentangle the stable and time-specific associations between the two dimensions of social well-being and test if these associations vary according to student immigrant status. Sample A cohort of 1070 students (51% female) from first- (22%), second- (29%), and third-plus generations (49%) attending 10 schools located in low-socioeconomic neighbourhoods was followed across three time points (grade 7, grade 9, grade 11). Method Main objectives were tested using random-intercept cross-lagged panel models (RI-CLPM) using Mplus. RI-CLPM disaggregates observed scores into a time-invariant interindividual (stable) and intraindividual (time-specific) components. Results Teacher-student closeness was not associated with SSB at the interindividual level. However, autoregressive, cross-sectional, and longitudinally links were found at the intraindividual level for all students. Teacher-student conflict was associated with lower SSB at the interindividual level. These dimensions were also linked at the intraindividual level for third-plus-generation students only, while time-variant autoregressive associations for SSB were stronger for immigrant students. Conclusions The links between close TSR and SSB are cross-sectional and time-specific for all students. Conflictual TSR and SSB also showed time-specific and longitudinal associations for nonimmigrants only. For immigrants, we observed stronger time-specific carryover effects in terms of SSB. This research calls for yearly intervention efforts promoting social well-being among immigrants and nonimmigrants attending low-SES secondary schools.

中文摘要：背景资料 社会福祉产生于满足关联性的基本需要。在学校，它很大程度上取决于师生关系(TSR)和学校归属感(SSB) ，这是教育成功的两个重要杠杆，特别是对移民背景的年轻人。目标 本研究旨在厘清社会幸福感两个维度之间的稳定性和时间性关联，并检验这些关联是否因学生移民身份而异。样本 对来自第一代(22%) ，第二代(29%)和第三代(49%)的1070名学生(51% 女性)进行了三个时间点(7年级，9年级，11年级)的跟踪调查。方法 使用 Mplus 随机截距交叉滞后面板模型(RI-CLPM)对主要目标进行测试。RI-CLPM 将观察到的分数分解为一个时间不变的个体间(稳定)和个体内(特定时间)成分。结果 在个人层面上，师生关系亲密程度与 SSB 无关。然而，在所有学生的个体水平上，自回归、横截面和纵向联系都被发现。师生冲突与个人层面较低的 SSB 相关。这些维度也仅在第三代以上学生的个体水平上有关联，而 SSB 的时变自回归关联在移民学生中更强。结论 紧密的 TSR 和 SSB 之间的联系对于所有学生来说是跨部门的和特定时间的。冲突性 TSR 和 SSB 也显示出仅对非移民的时间特异性和纵向联想。对于移民，我们观察到更强的时间特异性遗留效应的单边行为。这项研究呼吁每年采取干预措施，促进就读低社会经济地位中学的移民和非移民的社会福祉。

https://doi.org/10.1016/j.learninstruc.2024.101930

《Comprehension monitoring across languages – The effect of online feedback》

《跨语言的理解监控——在线反馈的效果》

作者：Lilach Temelman-Yogev · Anat Prior · Tami Katzir

英文摘要：Abstract Background Reading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension. Aims This study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages. Sample Participants were 138 undergraduate Hebrew-English bilingual university students. Methods Monitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session. Results Only students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1. Conclusions Pedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.

中文摘要：背景资料 阅读和理解课文对于高等教育的学生来说是一个挑战，尤其是在英语作为外语的阅读中。有效阅读理解的一个重要组成部分是准确自我监测理解和表现的能力，尽管大多数读者并不能准确监测他们的理解。目标 本研究旨在探讨在线、即时和重复的理解校准反馈能否提高母语和外语阅读中的理解监控能力，以及这种改善能否在不同语言中得到推广。样本 研究对象为138名希伯来-英语双语本科大学生。方法 监测的准确性是通过“理解校准”的范式来计算的。参与者根据阅读语言(L1或 FL)和校准反馈(有或没有)分为四个研究组。参与者总共参加了五次研究会议: 一次接触前会议、三次接触会议和第五次接触后会议。结果 只有那些在外语教学中参与课文教学并收到反馈的学生表现出监控准确性的提高。这种改进没有推广到他们的 L1。结论 教学上，这些结果表明理解监控技能可以通过在线、即时和重复的反馈来提高，特别是在外语教学中。我们认为，外语理解是可以改变的，因为它符合最佳水平的文本难度参与监控过程的参与者。因此，数字技术支持的在线反馈可以为加强理解监控提供独特的教育机会。

https://doi.org/10.1016/j.learninstruc.2024.101928

《A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension》

《一项关于教师在中学社会研究课堂中使用反馈促进阅读理解的混合方法研究》

作者：Erin K. Hogan · S. Blair Payne

英文摘要：Abstract Background Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. Aims This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. Samples Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. Methods Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. Results Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. Conclusions The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.

中文摘要：背景资料 虽然反馈一直被证明对学生的成绩有积极的影响，但基于包括教师如何在课堂上使用反馈在内的各种因素，反馈的效果也存在很大的异质性。因此，理解教师如何在包容性中学社会研究课堂中将反馈作为其内容领域识字教学的一部分，是一个值得调查的对象。目标 本文将解释-顺序混合方法设计应用于一个已有的数据集。我们利用这个数据集来首先了解教师的反馈是否提高了学生阅读理解社会研究课文的能力，并从课文中获得社会研究内容的知识。然后对教师使用的反馈进行了特征描述，并得出了反馈形式对反馈效果可能产生影响的结论。样本 定量分析包括美国28名教师8865分钟的录音课堂教学。此外，本研究亦收集了893名学生的社会科学知识及阅读理解成就测验。定性分析包括随机抽取的5名教师的37份录音课堂教学成绩单(每份38-65分钟)。方法 定量分析先于定性分析。定量分析包括对所有8865分钟进行编码，以确定 Hattie 和 Timperley 发现的有效反馈的存在(2007)。这种编码被用在一个固定效应模型中，以调查教师反馈的使用对学生阅读理解和知识获取结果的影响。定性分析包括反馈使用模式的集体案例研究。结果 反馈与内容知识或阅读理解测量的得分没有实质性的联系。教师的反馈模式表明，他们经常错过帮助学生理解目标和自我调节行为的机会。结论 教师表现出的无效反馈形式可能会降低反馈对学生成绩的影响。

https://doi.org/10.1016/j.learninstruc.2024.101938

《When algebra makes you smile: Playful engagement with early algebraic practices》

《代数什么时候能让你微笑: 早期代数实践的玩笑性参与》

作者：Bárbara M. Brizuela · Susanne Strachota

英文摘要：Abstract Background The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect. Aims In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect? Sample We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment. Methods Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence. Results Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of positive epistemic affect. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices. Conclusions We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and positive epistemic affect.

中文摘要：背景资料 典型的竞争和结果驱动的学校数学方法传统上被认为是缺乏游戏，欢乐和积极的影响。目标 在这篇文章中，我们讨论了以下问题: 当学生做早期代数时，观察到了什么样的积极情感标志？具体来说，学生的快乐标记与早期的代数练习有什么关系？当儿童表现出积极的认知情感时，他们在学习早期代数时所观察到的嬉戏姿势的特征是什么？样本 本文通过一个早期的代数课堂教学实验，分析了小学生从事任务教学的三个案例。方法 从认知情感和早期代数这两个理论框架出发，我们对课程成绩单进行了显微遗传学分析，以确定快乐和早期代数实践的标志。我们进行了频率分析，以确定它们的共同出现。结果 我们的研究结果表明，儿童在参与早期代数练习时表现出快乐，这是积极认知情感的证据。我们描述每个案例的各个方面，我们提出在先前的文献关于好玩的立场，以学习进一步支持我们的主张之间的关系，欢乐和参与与早期代数实践。结论 我们的结论是，数学学习环境应该包括开放的机会，让学生参与数学内容，具有多个切入点和应对方式。我们还得出结论，早期的代数实践提供了机会，开玩笑参与和积极的认知影响。

https://doi.org/10.1016/j.learninstruc.2024.101933

《Acquiring competence from both extrinsic and intrinsic rewards》

《从外在和内在的奖励中获得能力》

作者：Patrick Anselme · Suzanne Hidi

英文摘要：Structured abstract Background The distinction between extrinsic and intrinsic rewards and their related motivations has been a major concern in educational psychology for decades. Although both types of rewards are related to the dopamine-fueled activation of the reward circuitry, neuroscientific studies now support the view that their processing also involves independent brain mechanisms. Aims We show that these mechanisms also are already present in birds and nonhuman mammals, as they track cues and extrinsic rewards in their environment (such as food and shelter), and we discuss a number of intrinsically rewarded activities (such as information seeking and play). The two categories of motivated behaviors evolved to perform distinct functions and are both crucial for the species survival. Conclusion We assume that a human-animal comparison is appropriate, and suggest that both extrinsic and intrinsic rewards in humans are necessary to acquire competence, and optimally manage real-life settings, including school environments. More specifically, we argue that intrinsic and extrinsic motivations are additive rather than conflicting processes, and that intrinsic motivation is characterized by exploratory behavior and is associated with benefits for an individual; it is a step to apprehend and exploit the knowledge acquired by means of extrinsic sources of reward.

中文摘要：结构化抽象 背景资料 外在奖励与内在奖励的区别及其相关动机一直是教育心理学研究的热点问题。虽然这两种类型的奖励都与多巴胺刺激的奖励回路激活有关，但神经科学研究现在支持这样的观点，即它们的处理过程也涉及独立的大脑机制。目标 我们发现这些机制也已经存在于鸟类和非人类哺乳动物中，因为它们在环境中追踪线索和外在奖励(如食物和庇护所) ，我们讨论了一些内在奖励的活动(如信息寻找和玩耍)。这两类动机行为的进化执行不同的功能，都是物种生存的关键。结论 我们假设人类与动物的比较是适当的，并建议人类的外在和内在奖励对于获得能力和最佳管理现实生活环境(包括学校环境)都是必要的。更具体地说，我们认为内在动机和外在动机是相加的，而不是相互冲突的过程，内在动机是拥有属性的探索行为，与个人的利益有关，它是理解和利用通过外在奖励来源获得的知识的一个步骤。

https://doi.org/10.1016/j.learninstruc.2024.101939

《A Bayesian approach to students’ perceptions of teachers’ autonomy support》

《学生对教师自主性支持感知的贝叶斯分析》

作者：Barbara Flunger · Anouk Verdonschot · Steffen Zitzmann · Lisette Hornstra · Tamara van Gog

英文摘要：Abstract Background How to best operationalize teachers’ autonomy support, an instructional style aiming to satisfy students’ psychological need for autonomy, is unclear because teachers can support the whole class and/or individual students. Students might perceive inequalities concerning the autonomy support they receive relative to classmates, which might undermine their motivation and engagement. Aims The current study aims to contribute to the conceptualization of autonomy support. We investigated students’ perceptions of teachers’ autonomy support (individual, class-directed, and perceived differences), concerning choice provision, fostering relevance, stimulating interest, and acknowledging frustration, and associations with students’ motivation and engagement. Sample 446 Dutch primary school students (agerange = 9–14) from 22 mathematics classes. Methods With Bayesian Multilevel-CFA and -SEM, we examined the factorial structure of students’ perceptions of teachers’ autonomy support and associations with motivation and engagement. We evaluated whether individual and class-directed autonomy support were distinct constructs, both concerning individual ratings at the student level, and regarding the whole-class-aggregated assessments at the class level. Results Individual and class-directed autonomy support was differentiated at the student level. At the class level, one factor (overall autonomy-supportive atmosphere) was found. Regarding perceived differences, we revealed three student-level factors (e.g., relative lack of autonomy support). At the student level, individual and class-directed autonomy support positively predicted intrinsic motivation, effort, and persistence; perceived relative lack of autonomy support positively predicted extrinsic regulation. Conclusions Both individual and class-level support should be high to yield optimal results for students’ motivation and engagement. Focusing solely on class-directed autonomy support may omit essential information.

中文摘要：背景资料 教师自主性支持作为一种满足学生自主性心理需求的教学方式，由于教师可以支持整个班级或个别学生，因此如何最好地实施教师自主性支持尚不清楚。学生可能会感觉到他们所获得的自主性支持相对于同学的不平等，这可能会削弱他们的动机和参与度。目标 目前的研究旨在促进自主性支持的概念化。我们调查了学生对教师自主性支持(个体、班级指导和感知差异)、选择提供、培养相关性、激发兴趣和承认挫折的感知，以及与学生动机和参与的关联。样本 来自22个数学班的446名荷兰小学生(平均年龄 = 9-14岁)。方法 采用贝叶斯多水平 CFA 和 SEM 分析方法，考察了学生对教师自主性支持感知的因子结构以及与动机和敬业度的关系。我们评估个人和班级导向的自主性支持是否是不同的结构，既涉及学生水平的个人评分，也涉及班级水平的全班总评估。结果 个人和班级指导的自主性支持在学生水平上有所不同。在班级水平，一个因素(整体自主支持的气氛)被发现。关于感知差异，我们揭示了三个学生层面的因素(例如，相对缺乏自主性支持)。在学生层面，个人和班级自主性支持正向预测内在动机、努力和坚持; 感知相对缺乏自主性支持正向预测外在调节。结论 无论是个人支持还是班级支持都应该是高的，以产生最佳的结果，激发学生的学习动机和参与。仅仅关注类指导的自治支持可能会忽略重要信息。

https://doi.org/10.1016/j.learninstruc.2023.101873

《Elementary English learners’ engagement with automated feedback》

《小学英语学习者参与自动反馈的研究》

作者：Joshua Wilson · Corey Palermo · Arianto Wibowo

英文摘要：Structured Abstract Background Despite the growing interest and use of Automated Writing Evaluation (AWE) in education, previous research has not examined how elementary-aged English Learners (ELs) in the United States interact with and benefit from feedback on their writing from these systems. Aims The current study examines how elementary-aged students—categorized as proficient ELs, non-proficient ELs, and students ineligible for EL services (i.e., non-ELs)—engage with and benefit from the MI Write Automated Writing Evaluation (AWE) system in terms of behavioral, cognitive, and affective engagement. Sample The study's sample consisted of 3459 students in Grades 3–5 from a school district in the Mid-Atlantic region of the United States. ELs comprised 23.7% of the sample (n = 820). Methods After controlling for demographics and literacy achievement, the study applied regression and machine learning analyses to compare whether non-ELs, proficient ELs, and non-proficient ELs equally accessed MI Write's feedback, improved their writing, productively revised their writing, revised the same features of their writing, and positively perceived MI Write. Results Language status was not related to students’ behavioral and cognitive engagement with AWE feedback or their ability to benefit from that feedback. All students reported positive perceptions of MI Write, but proficient ELs held statistically significantly more positive perceptions than their peers. Conclusions Study findings indicate that AWE systems like MI Write show promise for supporting the writing growth of elementary ELs.

中文摘要：结构化 背景资料 尽管自动写作评估(AWE)在教育领域的兴趣和应用日益增长，但以往的研究并没有考察美国小学英语学习者(ELs)如何与这些系统的写作反馈互动并从中受益。目标 目前的研究调查了小学年龄段的学生ーー分为熟练英语教师、不熟练英语教师和不适合英语教师服务的学生(即非熟练英语教师)ーー如何在行为、认知和情感方面参与多媒体写作自动写作评估(AWE)系统并从中受益。样本 这项研究的样本包括来自 Mid-Atlantic 地区一个学区的3-5年级的3459名学生。ELs 占样本的23.7% (n = 820)。方法 在控制了人口统计学和识字率之后，该研究应用回归和机器学习分析来比较非 ELs，熟练 ELs 和非熟练 ELs 是否同样访问 MI Write 的反馈，改善他们的写作，有效地修改他们的写作，修改他们写作的相同特征，并积极地感知 MI Write。结果 语言状态与学生对 AWE 反馈的行为和认知参与程度以及从反馈中获益的能力无关。所有的学生都报告了对心肌梗死写作的积极认知，但是熟练的英语写作者在统计学上显著地比他们的同龄人拥有更多的积极认知。结论 研究结果表明，像 MI Write 这样的 AWE 系统有望支持初级英语写作的发展。

https://doi.org/10.1016/j.learninstruc.2024.101890

《A multi-informant study on teachers' mindset, classroom practices, and student well-being》

《关于教师心态、课堂实践和学生幸福感的多信息源研究》

作者：Ming‐Te Wang · Christina L. Scanlon · Sarah E. McKellar · Feifei Ye

英文摘要：Abstract Background A student’s ability mindset is associated with their academic success, but less is known about how teachers' ability mindset and classroom practices promote student well-being. Aims and methodology Using data from two concurrent studies with samples of 6th-12th-grade students (N = 2665; Mage = 14.73 years, 62% qualified for free/reduced-price lunch; 49% girls; 33% Black, 49% White, 18% Other ethnicity-race) and math teachers (N = 195; 59% women; 94% White, 2% Black, 4% Other ethnicity-race; 40% bachelor’s degrees, 60% graduate degrees), this prospective study used multi-informant, multi-level approaches to test (a) the links between teachers' mindset and students' learning engagement, emotional well-being, and social connectedness and (b) the mediational role of growth-oriented instructional approaches. Results and conclusion Within and between classrooms, student-reported teacher mindset was positively associated with all well-being outcomes. Growth-oriented classroom practices mediated the link between student-reported teacher mindset and all well-being outcomes at the individual level, but mediational pathways at the classroom level were only significant for emotional well-being. Teachers' self-reported mindset was not a significant predictor at the classroom level. Section snippets Literature review The implicit theory of intelligence (Dweck & Leggett, 1988) posits that there are two primary perspectives on the nature of human ability: the entity theory of intelligence (i.e., fixed mindset) and the incremental theory of intelligence (i.e., growth mindset). Those with a fixed mindset view intelligence as a stable, static trait, while those with a growth mindset believe intelligence is malleable and can increase over time. The concept of ‘mindset’ has been operationalized in the educational The current study Despite the concept of mindset gaining traction within educational reform, the literature has primarily focused on the associations between student mindset and ensuant academic outcomes, leaving the links between teacher mindset and student well-being understudied. In addition, there have been mixed findings as to whether teacher mindset trainings can bring about positive student and classroom outcomes. To advance the body of knowledge surrounding the mindset phenomenon within educational Participants Participants were middle- and high-school students and teachers across two concurrent studies aimed at understanding students' math classroom experiences. A total of 2665 sixth, eighth, tenth, and twelfth-grade students participated in the study (Mage = 14.73 years, SD = 1.94; 16% sixth grade, 45% eighth grade, 23% tenth grade, 16% twelfth grade; 49% girls; 33% Black, 49% White, 18% Other ethnicity-race). Among student participants, 62% were qualified for free or reduced-price lunch. Students Descriptive statistics Table 1 presents descriptive statistics and the within- and between-classroom zero-order correlations among key constructs. Multilevel structural equation models (MSEM) We found goodness-of-fit for both the isomorphic and non-isomorphic models for the growth-oriented classroom practices DL-MLCFA. We also assessed a full measurement model with the growth-oriented classroom practices doubly latent variable, manifest latent predictor and outcome variables, and mean score covariates. All measurement models showed goodness-of-fit (see Discussion Our investigation of the relations between teacher mindset, classroom practices, and student well-being provides some of the first empirical evidence that a teacher's growth mindset is communicated to students through their instructional approaches. Across a large sample of adolescent math learners and teachers, we found that students' perceptions of their teachers' beliefs about math ability and their ensuing classroom practices played a significant role in promoting student engagement, Conclusion Research that examines the predictors of student well-being is crucial, as student well-being significantly influences adolescents' academic performance and developmental trajectories related to identity (Eccles, 2009; Velez & Spencer, 2018), self-regulation (Eisenberg et al., 2007; Saarni et al., 2007), and social competence (Kiuru et al., 2020; Rudolph, 2010). Addressing this issue is not only a developmental and educational concern but also a societal one, as it impacts the future well-being

中文摘要：背景资料 学生的能力心态与其学业成绩有关，但对于教师的能力心态和课堂实践如何促进学生的幸福感却知之甚少。目标和方法 使用来自两个同时进行的研究的数据，其中6-12年级学生(N = 2665; Mage = 14.73岁，62% 符合免费/减价午餐的资格; 49% 女孩; 33% 黑人，49% 白人，18% 其他种族)和数学教师(N = 195; 59% 女性; 94% 白人，2% 黑人，4% 其他种族; 40% 学士学位，60% 研究生学位) ，这项前瞻性研究使用多线人，多层次的方法进行测试(a)教师的心态与学生的学习投入、情绪健康和社会联系之间的联系，以及(b)成长导向的教学方法的中介作用。结果和结论 在课堂内和课堂之间，学生报告的教师心态与所有的幸福结果正相关。以成长为导向的课堂实践调节了学生报告的教师心态与个体层面的所有幸福结果之间的联系，但是课堂层面的中介途径仅对情绪幸福有重要意义。教师的自我报告心态在课堂层面并不是一个重要的预测因子。部分片段 文献综述 内隐智力理论(Dweck & Leggett，1988)认为人类能力的本质有两个主要的观点: 智力的实体理论(即固定思维模式)和智力的增量理论(即成长思维模式)。那些拥有固定心态的人认为智力是一种稳定的、静态的特质，而那些拥有成长心态的人则认为智力是可塑的，可以随着时间的推移而增长。“心态”的概念已经在教育中得到了实践 目前的研究 尽管心态的概念在教育改革中越来越受到关注，但是文献主要集中在学生心态和随之而来的学习成果之间的联系上，而忽略了教师心态和学生幸福感之间的联系。此外，关于教师心态培训能否带来积极的学生和课堂结果，研究结果参差不齐。提高教育领域中围绕心态现象的知识体系 参与者 参与者是中学和高中的学生和教师，他们同时参与了两项旨在理解学生数学课堂经验的研究。共有2665名六年级，八年级，十年级和十二年级的学生参加了研究(法师 = 14.73岁，SD = 1.94; 六年级16% ，八年级45% ，十年级23% ，十二年级16% ; 女孩49% ; 33% 黑人，49% 白人，18% 其他种族)。在学生参与者中，62% 的人有资格享受免费或减价午餐。学生 描述统计学 表1列出了关键结构之间的描述统计学和课堂内和课堂间的零阶相关性。多层次结构方程模型 我们发现同构和非同构模型的拟合优度都适用于面向成长的课堂实践 DL-MLCFA。我们还评估了一个完整的测量模型与成长导向的课堂实践双潜变量，显示潜在的预测和结果变量，以及平均分数协变量。所有的测量模型都显示了拟合优度(见 讨论 我们对教师心态、课堂实践和学生幸福感之间关系的调查，提供了一些首要经验证明，表明教师的成长心态是通过教学方法传达给学生的。在一个大样本的青少年数学学习者和教师中，我们发现学生对他们的老师的数学能力的信念的认知和他们随后的课堂实践在促进学生参与方面起着重要的作用, 结论 研究学生幸福感的预测因素是至关重要的，因为学生幸福感显着影响青少年的学业表现和与身份相关的发展轨迹(Eccles，2009; Velez & Spencer，2018) ，自我调节(Eisenberg 等，2007; Saarni 等，2007)和社会能力(Kiuru 等，2020; Rudolph，2010)。解决这一问题不仅是一个发展和教育问题，也是一个社会问题，因为它影响到未来的福祉

https://doi.org/10.1016/j.learninstruc.2024.101875

《The aesthetics at a pencil tip: The effects of drawing on learning poems》

《铅笔尖上的美学: 绘画对学习诗歌的影响》

作者：Heping Xie · Dan Lin · Wei He · Qingrong Chen

英文摘要：Abstract Background Research on drawing has focused primarily on science texts as the learning materials, with relatively limited studies conducted in the humanities or other disciplines. This lack of diversity may restrict the generalizability of the observed drawing effect. Aim Poems were a type of highly visualizable and condensed humanities texts, differing largely from the science materials. This study examined an under-explored topic for the effects of drawing on learning poems, as compared to reading, writing, and explaining strategies. Samples Participants were 60 college students in Experiment 1, and 89 college students in Experiment 2. Methods In Experiment 1, students learned poems by picture drawing as a constructive-mode activity, and repeated reading and verbatim writing as active-mode activities. In Experiment 2, students drew pictures and explained meanings of the poems as constructive-mode activities. Results The immediate performance and motivation after learning in the drawing strategy were higher than those in the reading and writing strategies. Students showed lower decreases from immediate to delayed performance and higher scores of motivation rating for the drawing strategy than for the explaining strategy, although the immediate performance with the drawing strategy was not as good as that with the explaining strategy. Conclusions The utilization of drawing strategy demonstrated its potential in facilitating learning poems. With the evidence of learning poems, this study contributed to our understanding of the interactive, constructive, active, and passive (ICAP) framework by highlighting its cross-mode superiority, and additionally elaborated different learning effects of the strategies within the same parallel mode.

中文摘要：背景资料 绘画研究主要集中在科学课本作为学习材料，而在人文学科或其他学科进行的研究相对有限。这种多样性的缺乏可能会限制观察到的绘图效果的普遍性。瞄准 诗歌是一种高度可视化和浓缩的人文文本类型，与科学材料有很大不同。与阅读、写作和解释策略相比，本研究探讨了一个关于绘画对学习诗歌的影响的未被充分探讨的话题。样本 实验一共有60名大学生参加，实验二共有89名大学生参加。方法 实验一中，学生以绘画作为学习诗歌的建构模式活动，以反复阅读和逐字记录作为学习诗歌的主动模式活动。在实验二中，学生以绘画和解释诗歌意义作为建构模式的活动。结果 绘画策略学习后的即时表现和动机高于阅读和写作策略学习后的即时表现和动机。结果表明，与解释策略相比，学生对绘画策略的直接表现和延迟表现的下降幅度较小，动机评分较高，但绘画策略的直接表现不如解释策略的直接表现。结论 绘画策略的运用在促进诗歌学习方面显示出其潜力。本研究以诗歌学习为例，通过突出互动、建设性、主动和被动(ICAP)框架的跨模式优势，阐述了在同一并行模式下不同学习策略的不同学习效果。

https://doi.org/10.1016/j.learninstruc.2024.101881

《Prediction versus production for teaching computer programming》

《计算机编程教学中的预测与生产》

作者：Mary C. Tucker · X. Wang · Ji Y. Son · James W. Stigler

英文摘要：Abstract Background Most students struggle when learning to program. Aims In this paper we examine two instructional tasks that can be used to introduce programming: tell-and-practice (the typical pedagogical routine of describing some code or function then having students write code to practice what they have learned) and prediction (where students are given code and asked to make predictions about the output before they are told how the code works). Sample Participants were 121 college students with no coding experience. Methods Participants were randomly assigned to one of two parallel training tasks: predict, or tell-and-practice. Results Participants in the predict condition showed greater learning and better non-cognitive outcomes than those in the tell-and-practice condition. Conclusions These findings raise a number of questions about the relationship between programming tasks and students’ experiences and outcomes in the early stages of learning programming. They also suggest some pedagogical changes to consider, especially in early introductions to programming.

中文摘要：背景资料 大多数学生在学习编程时都很吃力。目标 在这篇文章中，我们检验了两个可以用来介绍编程的教学任务: 讲解和练习(典型的教学例程，描述一些代码或函数，然后让学生编写代码来练习他们所学到的东西)和预测(给学生编写代码，并要求他们在被告知代码如何工作之前对输出进行预测)。样本 参与者为121名没有编程经验的大学生。方法 参与者被随机分配到两个平行的训练任务之一: 预测，或告诉和练习。结果 在预测条件下的参与者表现出更好的学习和更好的非认知结果比那些告诉和练习的条件。结论 这些发现提出了一些关于编程任务与学生在编程早期阶段的经验和结果之间关系的问题。他们还建议考虑一些教学改革，特别是在编程的早期入门阶段。

https://doi.org/10.1016/j.learninstruc.2023.101871

《Student’s subjective feelings during classroom learning》

《课堂学习中学生的主观感受》

作者：Wei He · Hanbing Luo · Dan Zhang · Yu Zhang

英文摘要：Abstract Background Students’ subjective feelings during learning construct their diverse and complex educational experience, and are essential to self-definition and learning quality, yet these have not been thoroughly examined in an integrated manner. Aims This study aims to expand the understanding of students’ subjective feelings during class learning, using a unique lexical approach. Samples 112 university students and 24 middle school students participated in Study 1; 818 third-year undergraduate students participated in Study 2. Methods In Study 1, initial feeling words were collected from educational classics, literature and students’ self-report (open-ended questionnaires and interview). In Study 2, a survey based on this lexicon was administered. Students were supposed to rate the frequency of experiencing these feelings in their core curriculum on a five-point Likert scale. Results In study 1, a lexicon of 104 feeling words were identified through a series of methods including cluster analysis, expert's labeling, and frequency analysis. In Study 2, the overall report of sampled students indicated a positive classroom learning experience. A structure of two primary clusters and eight unique subcategories of the lexicon were identified through hierarchical cluster analysis. The frequency of experienced feelings varied significantly with achievement level. Conclusions This study provides a novel perspective for understanding student learning, suggesting a tool that has a strong potential to offer an integrated, comprehensive, flexible, and interactive approach.

中文摘要：背景资料 学生在学习过程中的主观感受构成了他们多样而复杂的教育体验，对学生的自我定义和学习质量起着至关重要的作用。目标 本研究旨在运用独特的词汇教学法，扩展学生在课堂学习中主观情感的理解。样本 研究一共有112名大学生和24名中学生参加，研究二共有818名大三学生参加。方法 研究一从教育经典著作、文献资料和学生自我报告(开放式问卷和访谈)中收集初始情感词。在研究2中，基于该词汇进行了一项调查。学生们被要求在他们的核心课程中以李克特五分制来评估这些感受的频率。结果 在研究1中，我们通过一系列方法，包括数据聚类、专家标注和频率分析，确定了一个包含104个感觉词的词典。在研究2中，被抽样的学生的总体报告显示了积极的课堂学习经验。该词典由两个主要类别和八个独特的子类别组成，通过层级数据聚类确定其结构。经验感受的频率随成就水平的不同而有显著差异。结论 这项研究提供了一个新的视角来理解学生的学习，建议一个工具，有很强的潜力，提供一个综合的，全面的，灵活的，互动的方法。

https://doi.org/10.1016/j.learninstruc.2024.101891

《The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers》

《自我效能感与教学行为的关系——基于实习教师的视频分析》

作者：Isabell Hußner · Rebecca Lazarides · Wendy Symes

英文摘要：Abstract Teachers' self-efficacy is an important predictor of effective teaching, but little is known about its role in student teachers' professional behaviour. This longitudinal study with data from n = 110 student teachers examines (bidirectional) relations between self-efficacy, teaching behaviour, quality of feedback, and educational knowledge. Student teachers' self-efficacy increased after teaching which took place at mid-semester. Observer-rated classroom management mid-semester predicted student teachers' self-efficacy for classroom management after teaching. Student teachers' self-efficacy for student engagement at the beginning of the semester predicted observer-rated emotional support mid-semester. The perceived quality of teachers' feedback predicted the observer-rated emotional and instructional support mid-semester, as well as student teachers' self-efficacy for student engagement after teaching. Student teachers’ educational knowledge predicted observer-rated emotional and instructional support mid-semester.

中文摘要：教师自我效能感是有效教学的重要预测因子，但对其在学生教师专业行为中的作用却知之甚少。这个追踪研究的数据来自 n = 110的学生教师，研究了自我效能、教学行为、反馈质量和教育知识之间的双向关系。实习教师的自我效能感在学期中期教学后有所提高。观察者评价课堂管理在学期中预测了学生教师教学后的课堂管理自我效能感。学生教师的自我效能感对学生在学期初的投入预测观察者评定的情绪支持中期。教师反馈的感知质量预测了观察者评价的情绪支持和学期中的教学支持，以及学生教学后教师对学生参与的自我效能感。学生教师教育知识对学期中观察者评定的情绪支持和教学支持有预测作用。

https://doi.org/10.1016/j.learninstruc.2024.101880

《The application of arithmetic principles predicts mathematical achievement in college students》

《运算原理在预测大学生数学成绩中的应用》

作者：Soo-hyun Im · Sashank Varma

英文摘要：Abstract Background and aim Number sense and arithmetic fluency are fundamental to early mathematical development. However, these capacities generally fail to predict mathematical achievement in older adolescents and adults. We propose that later mathematical development is driven by coming to understand the higher-order principles that bring structure to mathematics. Sample and method To evaluate this proposal, we tested whether college students (n = 134) apply arithmetic principles – inverse, associativity, and commutativity – to efficiently verify arithmetic sentences mixing multiplication and division operations such as 18 × 7 ÷ 3 = 42. Results This was the case. People were more accurate and faster when verifying arithmetic sentences that could be simplified by the application of arithmetic principles compared to control problems. People found problems that required the associativity principle to be more difficult (i.e., they made more errors and took longer) than those that required the inverse principle, and problems that additionally required the commutativity principle to be more difficult still. Converging evidence for the use of these principles came from their strategy self-reports. Critically, individual differences in applying these principles predicted mathematical achievement even after controlling for number sense, arithmetic fluency, and verbal achievement. Conclusions These findings have implications for theories of mathematical development and may point the way to future interventions for increasing the mathematical achievement of younger children.

中文摘要：背景和目的 数感和算术流利性是早期数学发展的基础。然而，这些能力通常不能预测老年青少年和成年人的数学成就。我们认为，后来的数学发展是由理解更高层次的原则，带来结构的数学。样本及方法 为了评估这个提议，我们测试了大学生(n = 134)是否应用算术原理-逆，联想和交换性-来有效地验证混合了乘法和除法运算的算术句子，如18 × 73 = 42。结果 情况就是这样。与控制问题相比，人们在验证算术原理可以简化的算术句时更加准确和快速。人们发现需要结合性原理的问题比需要反原理的问题更难(也就是说，他们犯了更多的错误，花了更长的时间) ，而另外需要交换性原理的问题更难。使用这些原则的集中证据来自他们的战略自我报告。重要的是，在应用这些原则的个体差异预测数学成绩，甚至控制了数字感觉，算术流畅性和语言成绩。结论 这些发现对数学发展理论具有启示作用，并可能为未来提高幼儿数学成绩的干预措施指明方向。

https://doi.org/10.1016/j.learninstruc.2024.101889

《Comparing the quality of human and ChatGPT feedback of students’ writing》

《学生写作中的人文素质与 ChatGPT 反馈的比较》

作者：Jacob Steiss · Tamara Tate · Steve Graham · Jazmin Cruz · M. Hebert · Jiali Wang · Youngsun Moon · Waverly Tseng · Mark Warschauer · Carol Booth Olson

英文摘要：Structured Abstract Background Offering students formative feedback on their writing is an effective way to facilitate writing development. Recent advances in AI (i.e., ChatGPT) may function as an automated writing evaluation tool, increasing the amount of feedback students receive and diminishing the burden on teachers to provide frequent feedback to large classes. Aims We examined the ability of generative AI (ChatGPT) to provide formative feedback. We compared the quality of human and AI feedback by scoring the feedback each provided on secondary student essays. We scored the degree to which feedback (a) was criteria-based, (b) provided clear directions for improvement, (c) was accurate, (d) prioritized essential features, and (e) used a supportive tone. Sample 200 pieces of human-generated formative feedback and 200 pieces of AI-generated formative feedback for the same essays. Methods We examined whether ChatGPT and human feedback differed in quality for the whole sample, for compositions that differed in overall quality, and for native English speakers and English learners by comparing descriptive statistics and effect sizes. Results Human raters were better at providing high-quality feedback to students in all categories other than criteria-based. AI and humans showed differences in feedback quality based on essay quality. Feedback did not vary by language status for humans or AI. Conclusion Well-trained evaluators provided higher quality feedback than ChatGPT. Considering the ease of generating feedback through ChatGPT and its overall quality, generative AI may still be useful in some contexts, particularly in formative early drafts or instances where a well-trained educator is unavailable.

中文摘要：结构化 背景资料 对学生的写作提供形成性反馈是促进写作发展的有效途径。人工智能(即 ChatGPT)的最新进展可以作为一种自动写作评估工具，增加学生收到的反馈数量，减轻教师向大班级提供频繁反馈的负担。目标 我们研究了生成性 AI (ChatGPT)提供形成性反馈的能力。我们比较了人工智能和人工智能反馈的质量，通过评分每个反馈提供的中学生论文。我们评分的程度反馈(a)是基于标准的，(b)提供明确的改进方向，(c)是准确的，(d)优先的基本功能，和(e)使用支持的语气。样本 200条人工生成的形成性反馈和200条人工生成的形成性反馈。方法 我们通过比较描述统计学和效果的大小，研究了整个样本、总体质量不同的作文以及以英语为母语的人和英语学习者的 chatgPT 和人类反馈是否存在质量差异。结果 人力评估员能够更好地为所有类别的学生提供高质量的反馈，而不是基于标准的反馈。基于论文质量，人工智能和人类在反馈质量上存在差异。反馈并不因人类或人工智能的语言状态而异。结论 训练有素的评估人员比 ChatGPT 提供了更高质量的反馈。考虑到通过 ChatGPT 产生反馈的容易性及其总体质量，生成性 AI 在某些情况下可能仍然有用，特别是在形成性早期草案或缺乏训练有素的教育工作者的情况下。

https://doi.org/10.1016/j.learninstruc.2024.101894

《Student engagement and teacher emotions in student-teacher dyads: The role of teacher involvement》

《师生关系中的学生参与与教师情绪: 教师参与的作用》

作者：Pei-Hsin Li · Diane Mayer · Lars‐Erik Malmberg

英文摘要：Abstract Aims We investigated teacher emotions and individual students' engagement in real-time classrooms and considered the role of teachers’ involvement level. Methods The sample included 20 teachers in Taiwanese public primary schools and four target students for each teacher (80 target students in all). Teachers reported their own emotions and each student's engagement at the end of each lesson for a calendar week (nti = 249). Results T-tests showed that teacher-student relationships are a reflection of teachers being relatively more involved with students they had both close and conflictual relationships with. For students with whom the teacher was relatively more involved, multilevel structural equation models (MSEM) showed they were more engaged in lessons and had a stronger effect on teachers’ positive and negative emotions. Conclusion This study expands the understanding of teacher-student dyads in the real-time classroom by demonstrating the effect of individual students' engagement on teachers' positive and negative emotions by taking teachers’ involvement levels into consideration.

中文摘要：目标 我们调查了教师情绪和个体学生在实时课堂中的参与情况，并考虑了教师参与水平的作用。方法 样本包括台湾公立小学20名教师及每名教师四名目标学生(共80名目标学生)。教师在每节课结束时报告他们自己的情绪和每个学生的参与情况(nti = 249)。结果 T- 测验表明，师生关系反映了教师与他们既有亲密关系又有冲突关系的学生的关系相对更为密切。多层次结构方程模型(MSEM)显示教师对学生课堂参与度较高，对教师的积极情绪和消极情绪有较强的影响。结论 本研究通过考察教师参与水平对个体学生参与对教师积极情绪和消极情绪的影响，扩展了对实时课堂中师生关系的理解。

https://doi.org/10.1016/j.learninstruc.2024.101876

《A multi-informant study on teachers' mindset, classroom practices, and student well-being》

《关于教师心态、课堂实践和学生幸福感的多信息源研究》

作者：Ming‐Te Wang · Christina L. Scanlon · Sarah E. McKellar · Feifei Ye

英文摘要：Abstract Background A student’s ability mindset is associated with their academic success, but less is known about how teachers' ability mindset and classroom practices promote student well-being. Aims and methodology Using data from two concurrent studies with samples of 6th-12th-grade students (N = 2665; Mage = 14.73 years, 62% qualified for free/reduced-price lunch; 49% girls; 33% Black, 49% White, 18% Other ethnicity-race) and math teachers (N = 195; 59% women; 94% White, 2% Black, 4% Other ethnicity-race; 40% bachelor’s degrees, 60% graduate degrees), this prospective study used multi-informant, multi-level approaches to test (a) the links between teachers' mindset and students' learning engagement, emotional well-being, and social connectedness and (b) the mediational role of growth-oriented instructional approaches. Results and conclusion Within and between classrooms, student-reported teacher mindset was positively associated with all well-being outcomes. Growth-oriented classroom practices mediated the link between student-reported teacher mindset and all well-being outcomes at the individual level, but mediational pathways at the classroom level were only significant for emotional well-being. Teachers' self-reported mindset was not a significant predictor at the classroom level.

中文摘要：背景资料 学生的能力心态与其学业成绩有关，但对于教师的能力心态和课堂实践如何促进学生的幸福感却知之甚少。目标和方法 使用来自两个同时进行的研究的数据，其中6-12年级学生(N = 2665; Mage = 14.73岁，62% 符合免费/减价午餐的资格; 49% 女孩; 33% 黑人，49% 白人，18% 其他种族)和数学教师(N = 195; 59% 女性; 94% 白人，2% 黑人，4% 其他种族; 40% 学士学位，60% 研究生学位) ，这项前瞻性研究使用多线人，多层次的方法进行测试(a)教师的心态与学生的学习投入、情绪健康和社会联系之间的联系，以及(b)成长导向的教学方法的中介作用。结果和结论 在课堂内和课堂之间，学生报告的教师心态与所有的幸福结果正相关。以成长为导向的课堂实践调节了学生报告的教师心态与个体层面的所有幸福结果之间的联系，但是课堂层面的中介途径仅对情绪幸福有重要意义。教师的自我报告心态在课堂层面并不是一个重要的预测因子。

https://doi.org/10.1016/j.learninstruc.2024.101875

《Prediction versus production for teaching computer programming》

《计算机编程教学中的预测与生产》

作者：Mary C. Tucker · Xinran Wang · Ji Y. Son · James W. Stigler

英文摘要：Abstract Background Most students struggle when learning to program. Aims In this paper we examine two instructional tasks that can be used to introduce programming: tell-and-practice (the typical pedagogical routine of describing some code or function then having students write code to practice what they have learned) and prediction (where students are given code and asked to make predictions about the output before they are told how the code works). Sample Participants were 121 college students with no coding experience. Methods Participants were randomly assigned to one of two parallel training tasks: predict, or tell-and-practice. Results Participants in the predict condition showed greater learning and better non-cognitive outcomes than those in the tell-and-practice condition. Conclusions These findings raise a number of questions about the relationship between programming tasks and students’ experiences and outcomes in the early stages of learning programming. They also suggest some pedagogical changes to consider, especially in early introductions to programming.

中文摘要：背景资料 大多数学生在学习编程时都很吃力。目标 在这篇文章中，我们检验了两个可以用来介绍编程的教学任务: 讲解和练习(典型的教学例程，描述一些代码或函数，然后让学生编写代码来练习他们所学到的东西)和预测(给学生编写代码，并要求他们在被告知代码如何工作之前对输出进行预测)。样本 参与者为121名没有编程经验的大学生。方法 参与者被随机分配到两个平行的训练任务之一: 预测，或告诉和练习。结果 在预测条件下的参与者表现出更好的学习和更好的非认知结果比那些告诉和练习的条件。结论 这些发现提出了一些关于编程任务与学生在编程早期阶段的经验和结果之间关系的问题。他们还建议考虑一些教学改革，特别是在编程的早期入门阶段。

https://doi.org/10.1016/j.learninstruc.2023.101871

《Dual-contrast pedagogy for AI literacy in upper elementary schools》

《高小人工智能教学的双对比教学法》

作者：Yun Dai

英文摘要：Abstract Background Advances in artificial intelligence (AI) have highlighted the need to equip young students with basic AI-related knowledge, skills, values, and attitudes. However, pedagogical design for AI literacy remains a critical challenge, especially for upper elementary students aged 10–12. Aims This design-based study had two goals: to develop a pedagogical approach for AI literacy in upper elementary education and to empirically assess this approach through an experiment. Sample One hundred forty-seven sixth graders in an upper elementary school were randomly assigned to a control group (n = 75) and an experimental group (n = 72). Methods Following a theory-informed design convention, we proposed a dual-contrast pedagogical (DCP) approach. This approach centers on human-AI comparisons by integrating analogies and cognitive conflicts. Two teaching examples on machine learning and large language models were provided. The experimental group was taught with the DCP approach, while the control group received conventional direct instruction. Data drawn from assessment tasks and questionnaires were subjected to two-way analyses of variance and covariance. Results The experimental group demonstrated significantly higher performance in AI knowledge, skills, and ethical awareness. They also exhibited a significant increase in AI learning confidence and intrinsic motivation and a significant decrease in learning anxiety. Conclusions The DCP approach significantly improved students’ learning performance and attitudes, demonstrating its effectiveness in promoting AI literacy. This study highlights the pedagogical value of human-AI comparisons in teaching AI, while contributing to a research agenda on the cognitive and conceptual aspects of AI education.

中文摘要：背景资料 人工智能(AI)的发展突出了让年轻学生掌握与 AI 相关的基本知识、技能、价值观和态度的必要性。然而，人工智能素养的教学设计仍然是一个关键的挑战，特别是对于10-12岁的高年级学生。目标 这项以设计为基础的研究有两个目标: 为高等小学教育中的人工智能识字开发一种教学方法，并通过实验对这种方法进行实证评估。样本 147名高小六年级学生被随机分为对照组(n = 75)和实验组(n = 72)。方法 遵循一个理论知情的设计惯例，我们提出了一个双对比教学(DCP)的方法。这种方法通过整合类比和认知冲突来进行人工智能的比较。提供了两个关于机器学习和大型语言模型的教学实例。实验组采用双氯酚方法教学，对照组采用常规直接教学法。从评估任务和问卷中获得的数据进行了方差和协方差的双向分析。结果 实验组在人工智能知识、技能和道德意识方面的表现明显较高。他们也表现出显著的 AI 学习自信心和内在动机的增加和学习焦虑的显着降低。结论 DCP 方法显著改善学生的学习表现和态度，显示其有效地促进人工智能素养。本研究强调了人工智能教学中人类-人工智能比较的教学价值，同时为人工智能教育的认知和概念方面的研究议程做出了贡献。

https://doi.org/10.1016/j.learninstruc.2024.101899

《Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom》

《快乐在教师和学生之间相互传递: 面部模仿在课堂上的证据》

作者：Anne C. Frenzel · Muhterem Dindar · Reinhard Pekrun · Corinna Reck · Anton K. G. Marx

英文摘要：Structured Abstract Background The critical importance of positive emotions for classroom functioning is well established and teachers' and learners’ trait-based joy during class has been shown to covary. This has been interpreted as evidence of emotional contagion across teachers and learners. However, no research to date seems to have explored in-situ processes of emotional contagion, thus the social dynamic of positive emotion transmission during instruction is poorly understood. Aims In this study, we aim to explore one fundamental mechanism proposed to underlie emotional contagion, namely facial mimicry. We seek to provide evidence of facial joy mimicry between teachers and students during real-life instruction, and explore its relations with teachers' and learners’ subjective session joy experiences. Sample Participants were 13 university instructors and 69 of their students. Methods Participants’ joy expressions were captured through a multi-camera setup and submitted to AI-based automated facial emotion coding. Facial mimicry within each teacher–student dyad was determined through cross-recurrence quantification analysis. Results Instructors' and students' facial expressions of joy co-occurred substantially above chance level -2s and +3s seconds relative to the instructors’ expressions. Post-session self-reported joy was significantly positively correlated with the instructor–student dyad mimicry quantity for instructors, but not for students. Conclusions Our findings suggest that joy transmission between teachers and students is a reciprocal process, and that teachers seem to emotionally benefit from joint episodes of positive expression in class.

中文摘要：结构化 背景资料 积极情绪对课堂功能的关键重要性已经得到确认，教师和学生在课堂上基于特质的快乐已经被证明是相互影响的。这已经被解释为情绪在教师和学习者之间传染的证据。然而，迄今为止，还没有研究探索情绪传染的原位过程，因此，积极情绪传播的社会动力在教学过程中的了解很少。目标 在这项研究中，我们的目的是探讨一个基本的机制提出的情绪传染，即面部模仿。本研究旨在为现实生活教学中的师生面部快乐模仿提供证据，并探讨师生主观会话快乐体验与面部快乐模仿的关系。样本 参与者包括13名大学教师和69名学生。方法 参与者的喜悦表情通过多摄像机拍摄，并提交给基于人工智能的自动面部情绪编码。通过交叉重现量化分析确定每个师生组内的面部拟态。结果 相对于教师的表情，教师和学生的快乐面部表情大大高于机会等级 -2秒和 + 3秒。教师课后自我报告快乐与教师-学生二元模仿量呈显著正相关，而学生不呈显著正相关。结论 我们的研究结果表明，教师和学生之间的快乐传递是一个相互的过程，教师似乎在情感上受益于课堂上积极表达的共同事件。

https://doi.org/10.1016/j.learninstruc.2024.101896

《Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries》

《跨文化教育和态度是否促进学生福祉和社会成果》

作者：Geetanjali Basarkod · Theresa Dicke · Kelly‐Ann Allen · Philip D. Parker · Mary Ryan · Herbert W. Marsh · Zoe T. Carrick · Jiesi Guo

英文摘要：Structured Abstract Background Recent research indicates a rise in classroom diversity and declines in students' psychosocial outcomes, particularly for those from diverse backgrounds. These trends necessitate a concerted effort by schools to uphold social cohesion and ensure the wellbeing of all students. Aims We examine the associations of intercultural education practices and teachers' intercultural attitudes with students’ psychosocial outcomes (eudaimonia, life satisfaction, positive affect, school belonging, and victimization). Sample We use data from Programme for International Student Assessment (PISA) 2018 (N = 451,846 students, 58 countries). Methods We utilize a series of multilevel linear regressions (L1 = students, L2 = schools, L3 = countries) to examine associations between intercultural factors and students' psychosocial outcomes. Results Student-reported intercultural education practies positively predicted their eudaimonia, life satisfaction, positive affect, and school belonging. Student-reported teacher intercultural attitudes positively predicted students' belonging and negatively predicted their frequency of victimization. Principal- and teacher-reported predictors showed negligible effects. Results were largely similar across student immigrant status and generalized across the countries examined. Conclusions Our findings emphasize students' subjective experiences of intercultural factors at school, which may benefit students’ psychosocial outcomes regardless of their cultural backgrounds.

中文摘要：结构化 背景资料 最近的研究表明，课堂多样性增加，学生的心理社会成果下降，特别是那些来自不同背景的学生。这些趋势要求学校共同努力，维护社会凝聚力，确保所有学生的福祉。目标 我们研究了跨文化教育实践和教师的跨文化态度与学生的心理社会结果(幸福感、生活满意度、积极情感、学校归属感和受害行为)之间的关系。样本 我们使用的数据来自2018年国际学生评估项目(PISA)(N = 451,846名学生，58个国家)。方法 我们利用一系列多层次线性回归(L1 = 学生，L2 = 学校，L3 = 国家)来检验跨文化因素与学生心理社会结果之间的关系。结果 学生报告的跨文化教育实践正向预测他们的幸福感、生活满意度、积极情感和学校归属感。学生反馈的教师跨文化态度正向预测学生的归属感，负向预测学生的受害频率。校长和教师报告的预测因子显示的影响可以忽略不计。在学生移民身份方面，结果大体相似，并且在所调查的国家中普遍存在。结论 我们的研究结果强调学生在学校的跨文化因素的主观经验，这可能有利于学生的心理社会结果，而不管他们的文化背景。

https://doi.org/10.1016/j.learninstruc.2024.101879

《Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides》

《被一个会说话的脑袋分散了注意力？动画幻灯片学习视频中教师在场效果的眼动跟踪研究》

作者：Christina Sondermann · Markus Huff · Martin Merkt

英文摘要：Abstract Background There are still unanswered questions concerning the optimal design of educational videos, for instance with regard to the visibility of a talking head next to the learning content. Although visible talking heads in educational videos may stimulate deeper processing, they can also distract from the visual learning content. Aims The current eye tracking study investigated how a talking head presented next to stepwise appearing (i.e., animated) graphic-based content affected learners' eye movements, learning, and ratings (e.g., social presence). Sample Ninety-six university students participated in the experiment. Methods We used a within-subjects design to vary whether a talking head was present in short learning videos with narrated slides. Results Our results revealed that the talking head both reduced fixation duration of the overall content and fixation duration and number of fixations of newly appearing content. Further, time to first fixation of newly appearing content was delayed by the talking head. However, the talking head did not affect learning outcomes (knowledge test and picture recognition task performance) and there was no mediation by the fixation duration of the content. Additionally, learners indicated higher social presence ratings for videos including a talking head, but we observed no differences in ratings of perceived learning, satisfaction, perceived difficulty, and invested mental effort due to the talking head. Conclusion The talking head strongly influenced learners' eye movements by reducing fixations of the learning content but did not cause any learning losses. We discuss implications and limitations of the findings also in view of future research.

中文摘要：背景资料 关于教育视频的最佳设计，仍然有一些问题没有得到解答，例如，在学习内容旁边有一个说话头的可见性。虽然教育视频中可见的谈话头部可能会刺激更深层次的加工，但它们也会分散视觉学习内容的注意力。目标 目前的眼球追踪研究调查了一个说话的头在逐步出现(即，动画)基于图形的内容旁边是如何影响学习者的眼球运动，学习和评分(例如，社会存在感)的。样本 96名大学生参加了实验。方法 我们使用了一个内部主题的设计来改变一个会说话的头是否出现在有旁白的幻灯片的简短学习视频中。结果 我们的研究结果显示，说话头不仅减少了整体内容的注视持续时间，而且减少了新出现内容的注视持续时间和注视次数。此外，第一次固定新出现的内容的时间被说话的头延迟了。然而，说话头不影响学习结果(知识测试和图片识别任务的表现) ，并且没有调节内容的注视持续时间。此外，学习者对视频(包括谈话头)的社交现场评分较高，但是我们观察到在感知学习、满意度、感知困难和由于谈话头而投入的心理努力的评分上没有差异。结论 说话头通过减少学习内容的注视强烈影响学习者的眼球运动，但没有造成任何学习损失。我们讨论的含义和研究结果的局限性，也考虑到未来的研究。

https://doi.org/10.1016/j.learninstruc.2024.101878

《The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers》

《自我效能感与教学行为的关系——基于实习教师的视频分析》

作者：Isabell Hußner · Rebecca Lazarides · Wendy Symes

英文摘要：Abstract Teachers' self-efficacy is an important predictor of effective teaching, but little is known about its role in student teachers' professional behaviour. This longitudinal study with data from n = 110 student teachers examines (bidirectional) relations between self-efficacy, teaching behaviour, quality of feedback, and educational knowledge. Student teachers' self-efficacy increased after teaching which took place at mid-semester. Observer-rated classroom management mid-semester predicted student teachers' self-efficacy for classroom management after teaching. Student teachers' self-efficacy for student engagement at the beginning of the semester predicted observer-rated emotional support mid-semester. The perceived quality of teachers' feedback predicted the observer-rated emotional and instructional support mid-semester, as well as student teachers' self-efficacy for student engagement after teaching. Student teachers’ educational knowledge predicted observer-rated emotional and instructional support mid-semester.

中文摘要：教师自我效能感是有效教学的重要预测因子，但对其在学生教师专业行为中的作用却知之甚少。这个追踪研究的数据来自 n = 110的学生教师，研究了自我效能、教学行为、反馈质量和教育知识之间的双向关系。实习教师的自我效能感在学期中期教学后有所提高。观察者评价课堂管理在学期中预测了学生教师教学后的课堂管理自我效能感。学生教师的自我效能感对学生在学期初的投入预测观察者评定的情绪支持中期。教师反馈的感知质量预测了观察者评价的情绪支持和学期中的教学支持，以及学生教学后教师对学生参与的自我效能感。学生教师教育知识对学期中观察者评定的情绪支持和教学支持有预测作用。

https://doi.org/10.1016/j.learninstruc.2024.101880

《The aesthetics at a pencil tip: The effects of drawing on learning poems》

《铅笔尖上的美学: 绘画对学习诗歌的影响》

作者：Heping Xie · Dan Lin · Wei He · Qingrong Chen

英文摘要：Abstract Background Research on drawing has focused primarily on science texts as the learning materials, with relatively limited studies conducted in the humanities or other disciplines. This lack of diversity may restrict the generalizability of the observed drawing effect. Aim Poems were a type of highly visualizable and condensed humanities texts, differing largely from the science materials. This study examined an under-explored topic for the effects of drawing on learning poems, as compared to reading, writing, and explaining strategies. Samples Participants were 60 college students in Experiment 1, and 89 college students in Experiment 2. Methods In Experiment 1, students learned poems by picture drawing as a constructive-mode activity, and repeated reading and verbatim writing as active-mode activities. In Experiment 2, students drew pictures and explained meanings of the poems as constructive-mode activities. Results The immediate performance and motivation after learning in the drawing strategy were higher than those in the reading and writing strategies. Students showed lower decreases from immediate to delayed performance and higher scores of motivation rating for the drawing strategy than for the explaining strategy, although the immediate performance with the drawing strategy was not as good as that with the explaining strategy. Conclusions The utilization of drawing strategy demonstrated its potential in facilitating learning poems. With the evidence of learning poems, this study contributed to our understanding of the interactive, constructive, active, and passive (ICAP) framework by highlighting its cross-mode superiority, and additionally elaborated different learning effects of the strategies within the same parallel mode.

中文摘要：背景资料 绘画研究主要集中在科学课本作为学习材料，而在人文学科或其他学科进行的研究相对有限。这种多样性的缺乏可能会限制观察到的绘图效果的普遍性。瞄准 诗歌是一种高度可视化和浓缩的人文文本类型，与科学材料有很大不同。与阅读、写作和解释策略相比，本研究探讨了一个关于绘画对学习诗歌的影响的未被充分探讨的话题。样本 实验一共有60名大学生参加，实验二共有89名大学生参加。方法 实验一中，学生以绘画作为学习诗歌的建构模式活动，以反复阅读和逐字记录作为学习诗歌的主动模式活动。在实验二中，学生以绘画和解释诗歌意义作为建构模式的活动。结果 绘画策略学习后的即时表现和动机高于阅读和写作策略学习后的即时表现和动机。结果表明，与解释策略相比，学生对绘画策略的直接表现和延迟表现的下降幅度较小，动机评分较高，但绘画策略的直接表现不如解释策略的直接表现。结论 绘画策略的运用在促进诗歌学习方面显示出其潜力。本研究以诗歌学习为例，通过突出互动、建设性、主动和被动(ICAP)框架的跨模式优势，阐述了在同一并行模式下不同学习策略的不同学习效果。

https://doi.org/10.1016/j.learninstruc.2024.101881

《A Bayesian approach to students’ perceptions of teachers’ autonomy support》

《学生对教师自主性支持感知的贝叶斯分析》

作者：Barbara Flunger · Anouk Verdonschot · Steffen Zitzmann · Lisette Hornstra · Tamara van Gog

英文摘要：Abstract Background How to best operationalize teachers’ autonomy support, an instructional style aiming to satisfy students’ psychological need for autonomy, is unclear because teachers can support the whole class and/or individual students. Students might perceive inequalities concerning the autonomy support they receive relative to classmates, which might undermine their motivation and engagement. Aims The current study aims to contribute to the conceptualization of autonomy support. We investigated students’ perceptions of teachers’ autonomy support (individual, class-directed, and perceived differences), concerning choice provision, fostering relevance, stimulating interest, and acknowledging frustration, and associations with students’ motivation and engagement. Sample 446 Dutch primary school students (agerange = 9–14) from 22 mathematics classes. Methods With Bayesian Multilevel-CFA and -SEM, we examined the factorial structure of students’ perceptions of teachers’ autonomy support and associations with motivation and engagement. We evaluated whether individual and class-directed autonomy support were distinct constructs, both concerning individual ratings at the student level, and regarding the whole-class-aggregated assessments at the class level. Results Individual and class-directed autonomy support was differentiated at the student level. At the class level, one factor (overall autonomy-supportive atmosphere) was found. Regarding perceived differences, we revealed three student-level factors (e.g., relative lack of autonomy support). At the student level, individual and class-directed autonomy support positively predicted intrinsic motivation, effort, and persistence; perceived relative lack of autonomy support positively predicted extrinsic regulation. Conclusions Both individual and class-level support should be high to yield optimal results for students’ motivation and engagement. Focusing solely on class-directed autonomy support may omit essential information.

中文摘要：背景资料 教师自主性支持作为一种满足学生自主性心理需求的教学方式，由于教师可以支持整个班级或个别学生，因此如何最好地实施教师自主性支持尚不清楚。学生可能会感觉到他们所获得的自主性支持相对于同学的不平等，这可能会削弱他们的动机和参与度。目标 目前的研究旨在促进自主性支持的概念化。我们调查了学生对教师自主性支持(个体、班级指导和感知差异)、选择提供、培养相关性、激发兴趣和承认挫折的感知，以及与学生动机和参与的关联。样本 来自22个数学班的446名荷兰小学生(平均年龄 = 9-14岁)。方法 采用贝叶斯多水平 CFA 和 SEM 分析方法，考察了学生对教师自主性支持感知的因子结构以及与动机和敬业度的关系。我们评估个人和班级导向的自主性支持是否是不同的结构，既涉及学生水平的个人评分，也涉及班级水平的全班总评估。结果 个人和班级指导的自主性支持在学生水平上有所不同。在班级水平，一个因素(整体自主支持的气氛)被发现。关于感知差异，我们揭示了三个学生层面的因素(例如，相对缺乏自主性支持)。在学生层面，个人和班级自主性支持正向预测内在动机、努力和坚持; 感知相对缺乏自主性支持正向预测外在调节。结论 无论是个人支持还是班级支持都应该是高的，以产生最佳的结果，激发学生的学习动机和参与。仅仅关注类指导的自治支持可能会忽略重要信息。

https://doi.org/10.1016/j.learninstruc.2023.101873

《Elementary English learners’ engagement with automated feedback》

《小学英语学习者参与自动反馈的研究》

作者：Joshua Wilson · Corey Palermo · Arianto Wibowo

英文摘要：Structured Abstract Background Despite the growing interest and use of Automated Writing Evaluation (AWE) in education, previous research has not examined how elementary-aged English Learners (ELs) in the United States interact with and benefit from feedback on their writing from these systems. Aims The current study examines how elementary-aged students—categorized as proficient ELs, non-proficient ELs, and students ineligible for EL services (i.e., non-ELs)—engage with and benefit from the MI Write Automated Writing Evaluation (AWE) system in terms of behavioral, cognitive, and affective engagement. Sample The study's sample consisted of 3459 students in Grades 3–5 from a school district in the Mid-Atlantic region of the United States. ELs comprised 23.7% of the sample (n = 820). Methods After controlling for demographics and literacy achievement, the study applied regression and machine learning analyses to compare whether non-ELs, proficient ELs, and non-proficient ELs equally accessed MI Write's feedback, improved their writing, productively revised their writing, revised the same features of their writing, and positively perceived MI Write. Results Language status was not related to students’ behavioral and cognitive engagement with AWE feedback or their ability to benefit from that feedback. All students reported positive perceptions of MI Write, but proficient ELs held statistically significantly more positive perceptions than their peers. Conclusions Study findings indicate that AWE systems like MI Write show promise for supporting the writing growth of elementary ELs.

中文摘要：结构化 背景资料 尽管自动写作评估(AWE)在教育领域的兴趣和应用日益增长，但以往的研究并没有考察美国小学英语学习者(ELs)如何与这些系统的写作反馈互动并从中受益。目标 目前的研究调查了小学年龄段的学生ーー分为熟练英语教师、不熟练英语教师和不适合英语教师服务的学生(即非熟练英语教师)ーー如何在行为、认知和情感方面参与多媒体写作自动写作评估(AWE)系统并从中受益。样本 这项研究的样本包括来自 Mid-Atlantic 地区一个学区的3-5年级的3459名学生。ELs 占样本的23.7% (n = 820)。方法 在控制了人口统计学和识字率之后，该研究应用回归和机器学习分析来比较非 ELs，熟练 ELs 和非熟练 ELs 是否同样访问 MI Write 的反馈，改善他们的写作，有效地修改他们的写作，修改他们写作的相同特征，并积极地感知 MI Write。结果 语言状态与学生对 AWE 反馈的行为和认知参与程度以及从反馈中获益的能力无关。所有的学生都报告了对心肌梗死写作的积极认知，但是熟练的英语写作者在统计学上显著地比他们的同龄人拥有更多的积极认知。结论 研究结果表明，像 MI Write 这样的 AWE 系统有望支持初级英语写作的发展。

https://doi.org/10.1016/j.learninstruc.2024.101890

《Growth trajectories of self-concept and interest in mathematics and language – Individual differences and cross-domain relations》

《数学和语言中自我概念和兴趣的成长轨迹。个体差异和跨领域关系》

作者：Anna Widlund · Markku Niemivirta · Heta Tuominen · Jari Korhonen

英文摘要：Abstract Background Motivational beliefs seem to decline for many during adolescence. Although this may reflect a mismatch between students' needs and the secondary schools' resources, general declines may also stem from increased dimensional comparison processes: students’ motivational beliefs tend to become increasingly domain-specific during adolescence. Yet, inter- and intraindividual differences in students' co-developmental processes of self-concept and interest across domains have rarely been studied. Aim This study examined what kinds of developmental trajectories of self-concept and interest in mathematics and L1 can be identified among adolescents across lower-secondary education, and whether trajectories and cross-domain relations differ between genders. Sample We followed 612 students across Grades 7–9 (13–15-year-olds). Methods Growth mixture models were applied to identify distinct motivational trajectories of math and L1 self-concept and interest across Grades 7–9. Multi-group growth models were used to compare growth trajectories and cross-domain relations between genders. Results Students’ development in math and L1 motivation were rather homogenous across grades 7–9, and many experienced declines in their motivation after entering Grade 7. Yet, there was a clear differentiation across domains among girls: their L1 motivation was significantly higher than their math motivation. For both boys and girls, several negative cross-domain relations between math and L1 motivation were detected. Conclusion The findings should be considered when supporting students' motivation in schools. Dimensional comparisons coupled with gendered stereotypes may unnecessarily hinder some students from engaging in math and aspiring for math-related career alternatives, despite having high performance in math.

中文摘要：背景资料 在青春期，动机信念似乎有所下降。虽然这可能反映了学生的需求和中学的资源之间的不匹配，总体下降也可能源于增加的维度比较过程: 学生的动机信念往往变得越来越具体的领域在青春期。然而，学生自我概念和兴趣跨领域共同发展过程中的个体间和个体内差异却很少被研究。瞄准 本研究考察了初中阶段青少年的自我概念、数学兴趣和 L1兴趣的发展轨迹，以及这些轨迹和跨领域关系在性别之间是否存在差异。样本 我们跟踪调查了79年级(13-15岁)的612名学生。方法 生长混合模型被用来确定不同的动机轨迹的数学和 L1自我概念和兴趣横跨7-9年级。采用多群体生长模型比较不同性别之间的生长轨迹和跨领域关系。结果 7-9年级的学生在数学和外语学习动机方面的发展相当一致，许多学生在进入7年级后动机下降。然而，不同领域的女孩之间存在着明显的差异: 她们的 L1动机明显高于她们的数学动机。对于男孩和女孩，数学和母语动机之间存在一些负的跨领域关系。结论 在支持学生在学校的学习动机时，应考虑这些发现。维度比较加上性别刻板印象可能会不必要地阻碍一些学生从事数学和渴望与数学相关的职业选择，尽管他们在数学方面有很高的成绩。

https://doi.org/10.1016/j.learninstruc.2024.101882

《The application of arithmetic principles predicts mathematical achievement in college students》

《运算原理在预测大学生数学成绩中的应用》

作者：Soo‐hyun Im · Sashank Varma

英文摘要：Abstract Background and aim Number sense and arithmetic fluency are fundamental to early mathematical development. However, these capacities generally fail to predict mathematical achievement in older adolescents and adults. We propose that later mathematical development is driven by coming to understand the higher-order principles that bring structure to mathematics. Sample and method To evaluate this proposal, we tested whether college students (n = 134) apply arithmetic principles – inverse, associativity, and commutativity – to efficiently verify arithmetic sentences mixing multiplication and division operations such as 18 × 7 ÷ 3 = 42. Results This was the case. People were more accurate and faster when verifying arithmetic sentences that could be simplified by the application of arithmetic principles compared to control problems. People found problems that required the associativity principle to be more difficult (i.e., they made more errors and took longer) than those that required the inverse principle, and problems that additionally required the commutativity principle to be more difficult still. Converging evidence for the use of these principles came from their strategy self-reports. Critically, individual differences in applying these principles predicted mathematical achievement even after controlling for number sense, arithmetic fluency, and verbal achievement. Conclusions These findings have implications for theories of mathematical development and may point the way to future interventions for increasing the mathematical achievement of younger children.

中文摘要：背景和目的 数感和算术流利性是早期数学发展的基础。然而，这些能力通常不能预测老年青少年和成年人的数学成就。我们认为，后来的数学发展是由理解更高层次的原则，带来结构的数学。样本及方法 为了评估这个提议，我们测试了大学生(n = 134)是否应用算术原理-逆，联想和交换性-来有效地验证混合了乘法和除法运算的算术句子，如18 × 73 = 42。结果 情况就是这样。与控制问题相比，人们在验证算术原理可以简化的算术句时更加准确和快速。人们发现需要结合性原理的问题比需要反原理的问题更难(也就是说，他们犯了更多的错误，花了更长的时间) ，而另外需要交换性原理的问题更难。使用这些原则的集中证据来自他们的战略自我报告。重要的是，在应用这些原则的个体差异预测数学成绩，甚至控制了数字感觉，算术流畅性和语言成绩。结论 这些发现对数学发展理论具有启示作用，并可能为未来提高幼儿数学成绩的干预措施指明方向。

https://doi.org/10.1016/j.learninstruc.2024.101889

《Student’s subjective feelings during classroom learning》

《课堂学习中学生的主观感受》

作者：He Wang · Hanbing Luo · Dan Zhang · Yu Zhang

英文摘要：Abstract Background Students’ subjective feelings during learning construct their diverse and complex educational experience, and are essential to self-definition and learning quality, yet these have not been thoroughly examined in an integrated manner. Aims This study aims to expand the understanding of students’ subjective feelings during class learning, using a unique lexical approach. Samples 112 university students and 24 middle school students participated in Study 1; 818 third-year undergraduate students participated in Study 2. Methods In Study 1, initial feeling words were collected from educational classics, literature and students’ self-report (open-ended questionnaires and interview). In Study 2, a survey based on this lexicon was administered. Students were supposed to rate the frequency of experiencing these feelings in their core curriculum on a five-point Likert scale. Results In study 1, a lexicon of 104 feeling words were identified through a series of methods including cluster analysis, expert's labeling, and frequency analysis. In Study 2, the overall report of sampled students indicated a positive classroom learning experience. A structure of two primary clusters and eight unique subcategories of the lexicon were identified through hierarchical cluster analysis. The frequency of experienced feelings varied significantly with achievement level. Conclusions This study provides a novel perspective for understanding student learning, suggesting a tool that has a strong potential to offer an integrated, comprehensive, flexible, and interactive approach.

中文摘要：背景资料 学生在学习过程中的主观感受构成了他们多样而复杂的教育体验，对学生的自我定义和学习质量起着至关重要的作用。目标 本研究旨在运用独特的词汇教学法，扩展学生在课堂学习中主观情感的理解。样本 研究一共有112名大学生和24名中学生参加，研究二共有818名大三学生参加。方法 研究一从教育经典著作、文献资料和学生自我报告(开放式问卷和访谈)中收集初始情感词。在研究2中，基于该词汇进行了一项调查。学生们被要求在他们的核心课程中以李克特五分制来评估这些感受的频率。结果 在研究1中，我们通过一系列方法，包括数据聚类、专家标注和频率分析，确定了一个包含104个感觉词的词典。在研究2中，被抽样的学生的总体报告显示了积极的课堂学习经验。该词典由两个主要类别和八个独特的子类别组成，通过层级数据聚类确定其结构。经验感受的频率随成就水平的不同而有显著差异。结论 这项研究提供了一个新的视角来理解学生的学习，建议一个工具，有很强的潜力，提供一个综合的，全面的，灵活的，互动的方法。

https://doi.org/10.1016/j.learninstruc.2024.101891

《Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach》

《向他人或自己解释科学课程的效果: 一种认知神经科学的方法》

作者：Wanling Zhu · Fuxing Wang · Richard E. Mayer · Tao Liu

英文摘要：Abstract Background Two generative learning activities aimed at improving students' learning are explaining learning materials to oneself or to others. Although these techniques have been shown to improve learning outcomes, there is less evidence concerning the role of brain activity during learning. Aims This study explored the effects of these techniques on brain activation patterns (as measured by fNIRS) and learning outcomes (as measured by retention and transfer tests). Sample and methods Ninety-nine college students studied a text-based multimedia lesson about the Doppler Effect and then either explained the material to a real person (explain-to-others group, n = 33), explained the material to themselves (explain-to-oneself group, n = 34), or restudied the text (restudy group, n = 32). Students' brain activity during learning was recorded using fNIRS techniques and all students completed retention and transfer posttests and mental effort, presence, and anxiety surveys. Results Both the explain-to-others group and the explain-to-oneself group obtained higher scores on retention, mental effort, and state anxiety than the restudy group. The explain-to-others and explain-to-oneself groups also displayed greater activation of brain networks associated with attention, working memory, and metacognitive processing (i.e., the bilateral TPJ and the right OFC). The explain-to-others group outperformed the restudy group on transfer test, social presence ratings, and explanation quality. The explain-to-others group also displayed greater activation in brain networks associated with social processing (the left dlPFC and the left TPJ) compared to the explain-to-oneself group. Conclusions This study extended generative learning theory and pointed out the advantage of learning-by-teaching based on neuroscience evidence.

中文摘要：背景资料 两种旨在改善学生学习的生成性学习活动是向自己或他人解释学习材料。虽然这些技术已经被证明可以改善学习效果，但是关于大脑活动在学习过程中的作用的证据却很少。目标 这项研究探讨了这些技术对大脑激活模式(由 fNIRS 测量)和学习结果(由保留和转移测试测量)的影响。样本及方法 99名大学生学习了一堂关于多普勒效应的基于文本的多媒体课程，然后要么向真人解释材料(向他人解释组，n = 33) ，向自己解释材料(向自己解释组，n = 34) ，要么重新研究文本(再研究组，n = 32)。使用 fNIRS 技术记录学生在学习过程中的大脑活动，所有学生完成记忆保持和转移后测试以及心理努力、存在感和焦虑调查。结果 “向他人解释”组和“向自己解释”组在记忆力、心理努力和状态焦虑方面得分均高于再研究组。向他人解释组和向自己解释组也表现出与注意力、工作记忆和元认知加工(即双侧 TPJ 和正确的 OFC)相关的大脑网络的更大激活。向他人解释组在转移测试、社交现场评分和解释质量方面表现优于再研究组。与“向自己解释”组相比，“向他人解释”组在与社会处理相关的大脑网络(左侧 dlPFC 和左侧 TPJ)中也表现出更强的活性。结论 本研究扩展了生成性学习理论，指出了基于神经科学证据的教学中学习的优势。

https://doi.org/10.1016/j.learninstruc.2024.101897

《The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills》

《二年级学生的差别接触理论、书写、视觉和顺序记忆能力，以2019冠状病毒疾病远距离数码教学周期》

作者：Rafat Ghanamah · Hazar Eghbaria-Ghanamah · Esther Adi‐Japha

英文摘要：Abstract Background The COVID-19 pandemic has forced unexpected changes to ordinary societal life, including the education system. Due to COVID-19 restrictions, multiple aspects of schooling were affected, including an unexpected shift to the home environment and emphasis on online instruction, which affected children’s mental health as well as their social, psychological, and academic functioning. Very few studies have addressed the effects of the COVID-19 pandemic on handwriting and its underlying skills typically acquired in kindergarten and first grade. Aims This study aimed to examine whether students' handwriting and underlying grapho-motor skills were altered following the COVID-19 pandemic period. Sample This study included 200 Arab Israeli second graders (99 girls). Methods We compared measures (visual-motor integration, motor-coordination, visual perception, repeated symbol writing, and sequential-memory measures) of second-grade Arab Israeli students following the withdrawal of the COVID-19 restrictions (N = 100; 50 girls, assessed in February 2022) with second graders who attended the same schools one year before the pandemic outbreak (N = 100; 49 girls, assessed in February 2019). Results The results show that children who attended kindergarten and first grade during the pandemic had poorer scores on each of the styli-related grapho-motor tests, while the two groups were comparable in their visual perception and verbal short-term memory tests. Moreover, students in the COVID-19 cohort relied more on grapho-motor skills for handwriting production than pre-COVID-19 students. Conclusions Thus, educational institutions and policymakers should plan and execute literacy programs that effectively focus on and support students' grapho-motor and handwriting skills.

中文摘要：背景资料 2019冠状病毒疾病疫情迫使包括教育体系在内的普通社会生活发生了意想不到的变化。由于2019冠状病毒疾病的限制，学校教育的多个方面受到影响，包括突然转向家庭环境和强调在线教学，这影响了儿童的心理健康以及他们的社会、心理和学术功能。很少有研究涉及2019冠状病毒疾病流行病对手写及其基本技能的影响，这些技能通常在幼儿园和一年级学到。目标 这项研究旨在检验学生的书写和潜在的图形运动技能是否在2019冠状病毒疾病大流行期间发生了改变。样本 这项研究包括200名阿拉伯裔以色列二年级学生(99名女生)。方法 我们比较了撤销视知觉限制后二年级阿拉伯以色列学生的措施(视觉-运动整合，运动协调，重复符号书写和顺序记忆测量)(N = 100; 50名女孩，2022年2月评估)与在大流行爆发前一年就读同一所学校的二年级学生(N = 100; 49名女孩，2019年2月评估)。结果 研究结果表明，在疫情期间上幼儿园和一年级的儿童在与笔相关的图形运动测试中得分较低，而两组儿童在视知觉和口头短期记忆测试中得分相当。此外，2019冠状病毒疾病组的学生比 COVID-19之前的学生更依赖笔迹运动技能来书写。结论 因此，教育机构和政策制定者应该计划和执行扫盲计划，有效地关注和支持学生的图形电机和书写技能。

https://doi.org/10.1016/j.learninstruc.2024.101898

《Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries》

《成长心态调节教师和家长对数字阅读过程反馈的认知: 来自32个 OECD 国家的证据》

作者：Jie Hu · Yiwei Zhang

英文摘要：Abstract Background A growth mindset is one's belief that intelligence is malleable. Extensive research has shown that a growth mindset can enhance students' academic performance. However, its mechanism on students' digital reading performance has been little explored. Aims This study examined the correlation between perceptions of teachers' and parents' process feedback and adolescents' growth mindsets and the relationships among feedback, a growth mindset, and digital reading performance. Sample Data on 250,912 fifteen-year-old students from 32 Organisation for Economic Co-operation and Development (OECD) countries who participated in the Programme for International Student Assessment (PISA) 2018 were drawn. Methods The data were analyzed through the use of multilevel mediation. Results The results showed that in most countries, perceptions of teachers' and parents' process feedback used positively predict adolescents' growth mindsets, which in turn positively predict digital reading performance and mediate the relationship between perceptions of feedback and reading performance. Conclusions Educators and parents should intentionally integrate process-oriented factors into their feedback to help students realize their academic potential. Cultural heterogeneity should also be considered concerning the role of a growth mindset.

中文摘要：背景资料 成长心态是一个人相信智力是可塑的。广泛的研究表明，成长心态可以提高学生的学习成绩。然而，其对学生数字阅读成绩的作用机制却鲜有探讨。目标 本研究考察了教师和家长对过程反馈的认知与青少年成长心态之间的关系，以及反馈、成长心态和数字阅读绩效之间的关系。样本 我们收集了来自32个经济合作与发展组织(OECD)国家参加2018年国际学生评估项目(PISA)的250,912名15岁学生的数据。方法 数据通过使用多级中介进行分析。结果 研究结果表明，在大多数国家，教师和家长的过程反馈知觉对青少年的成长心态具有正向预测作用，青少年的成长心态反过来又对数字阅读表现具有正向预测作用，并在反馈知觉与阅读表现之间起中介作用。结论 教育工作者和家长应有意识地将过程导向因素纳入反馈中，帮助学生发挥学习潜力。关于成长心态的作用，还应考虑文化的异质性。

https://doi.org/10.1016/j.learninstruc.2024.101874

《Momentary measures of emotions during technology-enhanced learning prospectively predict standardized test scores in two large samples》

《在技术强化学习过程中，情绪的瞬间测量可以预测两个大样本的考试分数》

作者：Sidney K. D’Mello · Robert Moulder · Emily Jensen

英文摘要：Abstract Background Student emotions play a vital role in learning and have been linked to achievement outcomes, but research on the relationship between emotions (other than anxiety) and high-stakes standardized tests is sparse. Aims We investigated whether emotions experienced during learning predict later performance on a high-stakes, mandatory, standardized test. Sample We used two cohorts comprising a total of 102,007 grade 7–9 U.S. students. Methods We used experience sampling methods to measure 14 emotions (e.g., boredom, confusion, hope) as students engaged in technologically-enhanced learning as part of their math classroom instruction. Results Students’ self-reported positive and negative emotions, positively and negatively predicted test scores, respectively, after covarying prior achievement and sociodemographics. However, there was limited evidence for indirect paths between prior achievement, emotions, and subsequent achievement. Conclusions Our findings corroborate central predictions of major theories on emotions and learning that highlight the importance of emotions to learning processes and outcomes.

中文摘要：背景资料 学生情绪在学习中起着至关重要的作用，并且与成绩有关，但是关于情绪(除了焦虑)和高风险标准化测试之间的关系的研究很少。目标 我们调查了在学习过程中经历的情绪是否能够预测以后高风险、强制性、考试的表现。样本 我们使用了两个队列，共有102,007名7-9年级的美国学生。方法 我们使用经验抽样的方法来测量14种情绪(例如，无聊，困惑，希望)作为学生参与技术增强的学习作为他们的数学课堂教学的一部分。结果 学生自我报告的积极和消极情绪，积极和消极预测测试分数，分别后，协同先前的成绩和社会人口统计学。然而，关于先前的成就、情绪和后来的成就之间的间接途径的证据有限。结论 我们的研究结果证实了关于情绪和学习的主要理论的中心预测，这些理论强调了情绪对学习过程和结果的重要性。

https://doi.org/10.1016/j.learninstruc.2023.101872

《The impact of a usefulness intervention on students’ learning achievement in a virtual biology lesson: An eye-tracking-based approach》

《基于眼动跟踪的虚拟生物课中有效干预对学生学习成绩的影响》

作者：Joseph Ferdinand · Hong Gao · Philipp Stark · Efe Bozkir · Jens‐Uwe Hahn · Enkelejda Kasneci · Richard Göllner

英文摘要：Abstract Background Studies have shown that the effectiveness of virtual reality (VR) can be improved by using learning prompts (e.g., summary prompts, pretraining, and priming). However, less is known about how such learning prompts affect students’ processing of the learning content within the virtual learning environment. Aims This study aimed to shed light on students’ processing of learning content in VR by analyzing their eye-movements during a virtual biology lesson after they had been primed to perceive VR as useful for learning or for daily life. Sample Participants were 171 German students in the 10th grade from ten high schools. Methods Participants were randomly assigned to a learning-usefulness condition (i.e., priming video highlighting VR's usefulness for learning), a daily-life-usefulness condition (i.e., priming video highlighting VR's usefulness in daily life), or a control condition (i.e., no priming video). We integrated the priming interventions at the beginning of the virtual lesson and used VR headsets with integrated eye tracking to monitor students' eye movements during the lesson. Results When compared with the control condition, the learning-usefulness intervention positively affected students' fixation duration and saccade amplitude, which in turn were positively related to students' learning achievement. Regarding students’ learning achievement, the daily-life-usefulness condition did not differ from the other two conditions. There was no difference between the three conditions in terms of interest in the virtual lesson. Conclusions These results indicate that a brief priming intervention about VR's usefulness for learning can induce appropriate cognitive processing, which can positively affect students' learning achievement.

中文摘要：背景资料 研究表明，虚拟现实(VR)的有效性可以通过使用学习提示(例如，总结提示、预训练和启动)来提高。然而，对于这种学习提示如何影响学生在虚拟学习环境中对学习内容的处理，我们知之甚少。目标 本研究旨在透过分析学生在虚拟生物学课堂中，在认知虚拟现实对学习或日常生活有用后，其眼球运动，以了解学生对虚拟现实学习内容的处理过程。样本 参与者是来自10所高中的171名德国10年级学生。方法 参与者被随机分配到一个学习有用的条件(即，启动视频突出 VR 对学习的有用性) ，一个日常生活有用的条件(即，启动视频突出 VR 在日常生活中的有用性) ，或一个控制条件(即，没有启动视频)。我们在虚拟课程开始时整合了启动干预措施，并使用具有集成眼球追踪功能的虚拟现实耳机来监控学生在课堂上的眼球运动。结果 与对照组相比，学习有效性干预对学生的注视持续时间和扫视幅度均有正向影响，而扫视幅度和学生的学习成绩呈正相关。就学生的学习成绩而言，日常生活有用性状况与其他两种状况无显著差异。在虚拟课堂的兴趣方面，这三个条件没有差异。结论 这些结果表明，对虚拟现实的学习效用进行简单的启动干预可以诱导适当的认知加工，从而对学生的学习成绩产生积极的影响。

https://doi.org/10.1016/j.learninstruc.2023.101867

《Mapping cognitive processes in video-based learning by combining trace and think-aloud data》

《基于跟踪和有声思维数据相结合的视频学习认知过程映射》

作者：Marijn Gijsen · Leen Catrysse · Sven De Mæyer · David Gijbels

英文摘要：Abstract Aims This study maps differences in cognitive levels of processing when learning from interactive videos and how these are related to differences in learning outcomes. Sample Participants were 37 higher education students. Methods Participants were randomly assigned to either the deep or surface condition in a between-subjects design. The conditions contained the same videos but had differing task demands to induce different cognitive levels of processing. Trace-data as well as cued-retrospective think aloud data of all participants was gathered. Participants filled out a multi-layered post-test measure. Data was analysed with the Bayesian framework. Results Results suggest that students in the deep condition spent more time on key information and processed both details and key information in a deeper way. Students in the surface condition spent more time on details and factual knowledge while also rehearsing them more. Students in the deep condition scored higher on the amount and coherence of information they recalled from the videos. Conclusions The use of multiple data sources and multi-layered post-test measures is a crucial step in better understanding and adequately measuring differences in cognitive processes when learning from interactive videos.

中文摘要：目标 这项研究绘制了从互动视频学习过程中认知水平的差异，以及这些差异与学习结果的关系。样本 参与者为37名高等教育学生。方法 参与者被随机分配到深层或表面的条件在一个受试者之间的设计。条件包含相同的视频，但有不同的任务要求，以诱导不同的认知水平的处理。收集了所有参与者的跟踪数据和线索回顾性有声思考数据。参与者填写了一份多层次的测试后测量表。数据采用贝叶斯框架进行分析。结果 研究结果表明，深层情境中的学生在关键信息上花费的时间更多，对细节和关键信息的处理也更深入。表面条件下的学生花费更多的时间在细节和事实知识上，同时也更多地进行排练。深度条件下的学生在回忆视频信息的数量和连贯性上得分更高。结论 使用多种数据来源和多层次的测试后措施是更好地理解和适当衡量从交互式视频中学习时认知过程差异的关键步骤。

https://doi.org/10.1016/j.learninstruc.2023.101851

《LGBTQ+ students’ weekly academic engagement and disaffection predicted by experiences in gender-sexuality alliance meetings》

《LGBTQ + 学生每周的学术活动和性别联盟会议经验预测的不满情绪》

作者：V. Paul Poteat · Robert Marx · S Henry Sherwood · Jerel P. Calzo · Hirokazu Yoshikawa

英文摘要：Abstract Background Schools are responsible for promoting LGBTQ+ students' academic success, yet many LGBTQ+ students contend with unsupportive learning environments. Gender-Sexuality Alliances (GSAs)—clubs that affirm students’ sexual orientation and gender diversity—could promote academic engagement and protect against disaffection. Aims We aimed to identify GSA meeting-to-meeting experiences that predicted students’ ensuing academic engagement and disaffection over an eight-week weekly survey study. Sample Participants were 92 LGBTQ+ GSA members (50% students of color, 51% trans/nonbinary, Mage = 15.83). Methods Participants completed once-weekly surveys over an 8-week period on their experiences in their most recently attended GSA meeting and their current level of academic engagement and disaffection with learning. Results Participants reported relatively lower disaffection on days after meetings where they had perceived greater advisor responsiveness, socialized with peers, and discussed academic issues. They reported relatively greater engagement on days after meetings where they took on more leadership. Participants who led more, on average, over the eight-week period reported less disaffection and greater engagement than others. Conclusions GSAs may contribute partially to LGBTQ+ students’ educational experiences by guarding against academic disaffection and, to a lesser extent, promoting their academic engagement from week to week. More research needs to consider how GSAs and other school-based resources promote learning among LGBTQ+ students.

中文摘要：背景资料 学校有责任促进 LGBTQ + 学生的学业成功，然而许多 LGBTQ + 学生却要面对不利的学习环境。性别-性别联盟(gsa)ーー肯定学生性取向和性别多样性的俱乐部ーー可以促进学术参与，防止不满情绪。目标 我们的目标是通过一项为期八周的每周调查研究，确定 GSA 会议到会议的经历，预测学生随后的学术参与和不满情绪。样本 参与者为92名 LGBTQ + GSA 成员(50% 学生为有色人种，51% 为反/非二元人种，Mage = 15.83)。方法 参与者在8周的时间内完成了每周一次的调查，调查内容是他们最近参加全球服务协会会议的经历以及他们目前的学术参与水平和对学习的不满。结果 参与者在会议后几天报告的不满情绪相对较低，他们认为顾问的反应更快，与同行交往更多，并讨论了学术问题。他们报告说，在会后几天，他们接受了更多的领导。平均而言，在八周时间内领导的参与者比其他人表现出更少的不满和更多的参与。结论 GSAs 可能对 LGBTQ + 学生的教育经历有部分贡献，因为它能防止学业不满，并在较小程度上促进他们每周的学业投入。更多的研究需要考虑 GSA 和其他校本资源如何促进 LGBTQ + 学生的学习。

https://doi.org/10.1016/j.learninstruc.2023.101853

《Addressing the reciprocal nature of effects in teacher motivation research: A study on relations among teacher motivation, student-reported teaching, and student enjoyment and achievement》

《解决教师动机研究中的互动效应: 教师动机、学生报告教学、学生愉悦感和学业成绩之间关系的研究》

作者：Rebecca Lazarides · Ulrich Schiefele

英文摘要：Abstract Background Teacher motivation is crucial for teaching quality and student learning. Although it has been proposed that teacher motivation is reciprocally related to teaching behaviors and student outcomes, such relations have rarely been tested. Thus, the question whether teacher motivation precedes teaching behaviors and student outcomes, or vice versa, is unresolved. Aims This study aims to examine reciprocal relations between mathematics teachers' self-efficacy for emotional support and enthusiasm for teaching, theoretically aligned student-reported teaching behaviors (student-reported emotional support and teacher enthusiasm), and students' mathematics enjoyment and achievement. Sample Participants were 959 students and their 50 mathematics teachers who participated in at least two of three measurement occasions between the beginning of Grade 9 and the middle of Grade 10. Methods Multilevel manifest cross-lagged panels were carried out using three waves of student and teacher data. Results Teacher self-efficacy predicted subsequent student-reported emotional support, whereas teacher enthusiasm positively predicted expressed enthusiasm. Teacher self-efficacy also contributed positively to subsequent student enjoyment. Student-reported emotional support positively predicted subsequent student enjoyment, and students' achievement positively predicted subsequent student-reported emotional support and expressed enthusiasm. Conclusions Our findings indicate that teacher motivation precedes teaching behaviors and student outcomes, rather than the other way around.

中文摘要：背景资料 教师的学习动机对教学质量和学生的学习起着至关重要的作用。尽管有人提出教师动机与教学行为和学生成绩之间存在着相互关系，但这种关系很少得到检验。因此，教师动机是否优先于教学行为和学生成果，或者反之亦然，这个问题是悬而未决的。目标 本研究旨在探讨数学教师的情绪支持自我效能感与教学积极性、学生自我报告的教学行为(学生自我报告的情绪支持与教师积极性)与学生数学享受与成绩之间的相互关系。样本 参与者是959名学生和他们的50名数学老师，他们至少参加了9年级开始和10年级中期之间的三次测量中的两次。方法 使用三波学生和教师数据进行多级显示交叉滞后面板。结果 教师自我效能感对随后学生报告的情绪支持有预测作用，而教师热情对学生报告的热情有正向预测作用。教师的自我效能感亦对学生日后的学习乐趣有正面影响。学生报告的情绪支持正向预测后续的学生享受，学生的成绩正向预测后续的学生报告的情绪支持和表达热情。结论 我们的研究结果表明，教师的动机优先于教学行为和学生的成果，而不是相反的方式。

https://doi.org/10.1016/j.learninstruc.2023.101862

《Explaining procedures and interleaving practice in fraction arithmetic》

《分数运算的说明程序和交错练习》

作者：David W. Braithwaite · Garret J. Hall

英文摘要：Abstract Background Explicit instruction is a pedagogical approach in which students are taught step-by-step procedures for solving problems and practice using the procedures. Despite considerable evidence supporting the use of this general approach, relatively little is known about how varying specific design features impact its effectiveness. Aims This preregistered study investigated the impact of two design features, explaining rationales for procedures and practicing in interleaved sequence, on the efficacy of explicit instruction in fraction arithmetic. Sample Participants were 156 sixth to ninth grade children. Methods Children received a brief intervention involving explicit instruction in fraction arithmetic procedures. They were randomly assigned to receive or not receive explanations of rationales for the procedures, and to practice different procedures in either interleaved or blocked sequence. Results Relative to pretest, accuracy improved on immediate and delayed posttests (Cohen's d = 0.88 and 0.55 respectively). The magnitude of this improvement was not affected by either experimentally-manipulated factor or by both of them together. Conclusions The results support the use of explicit instruction in fraction arithmetic, but provide no evidence that explaining rationales for procedures, or interleaving practice thereof, increases the effects of such instruction on procedural knowledge.

中文摘要：背景资料 明确指导是一种教学方法，其中学生被教解决问题的一步一步的程序和实践使用的程序。尽管有相当多的证据支持这种一般方法的使用，但是对于不同的特定设计特性如何影响其有效性知之甚少。目标 本研究旨在探讨分数算术外显教学的两个设计特征，即解释程序的理论依据和交错练习对分数算术外显教学效果的影响。样本 研究对象为156名六至九年级儿童。方法 儿童接受了一个简短的干预，涉及分数算术程序的显性教学。他们被随机分配接受或不接受关于程序理由的解释，并按交错或阻塞顺序实施不同的程序。结果 相对于前测，即时测试和延迟测试的准确性有所提高(Cohen’s d 分别为0.88和0.55)。这种改善的程度不受任何实验操纵因素或两者共同影响。结论 研究结果支持在分数算术中使用显式教学，但没有证据表明解释程序的基本原理或交错实践会增加这种教学对过程性知识的影响。

https://doi.org/10.1016/j.learninstruc.2023.101854

《Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries》

《收入不平等与考试焦虑加剧和学习成绩下降有关: 51个国家的跨国研究》

作者：Ronnel B. King · Yuyang Cai · Andrew J. Elliot

英文摘要：Abstract Background Research on predictors of test anxiety has focused primarily on the role of psychological factors and the proximal environment. However, the role of the broader socio-ecological context, specifically, national income inequality, is seldom explored. Aims The present study aimed to test whether national income inequality is associated with greater test anxiety and whether test anxiety is associated with lower academic achievement. Data We analyzed data from the 2015 Program for International Student Assessment (PISA), drawing on responses from 389,215 students nested in 51 countries. Methods Multi-level structural equation modeling was used. Results Results indicated that students in more unequal countries experienced greater test anxiety and had lower levels of achievement. Test anxiety, in turn, was associated with lower academic achievement in reading, math, and science. However, test anxiety did not mediate the effects of income inequality on achievement nor did income inequality moderate the relationship between test anxiety and achievement. Conclusion Taken together, the results of this study demonstrate the importance of taking socio-ecological factors such as income inequality into account when examining anxiety and achievement in academic settings.

中文摘要：背景资料 考试焦虑的预测因素研究主要集中在心理因素和近距离环境的作用上。然而，更广泛的社会生态背景的作用，特别是国民收入不平等，很少被探讨。目标 本研究旨在测试国民收入不平等是否与较高的考试焦虑有关，以及考试焦虑是否与较低的学业成绩有关。百科 我们分析了来自2015年国际学生评估项目(PISA)的数据，这些数据来自51个国家的389,215名学生。方法 采用多层次结构方程建模。结果 结果表明，在不平等程度较高的国家，学生的考试焦虑水平较高，成绩水平较低。反过来，考试焦虑与较低的阅读、数学和科学成绩有关。然而，考试焦虑不能中介收入不平等对成绩的影响，也不能中介收入不平等对考试焦虑和成绩之间的关系。结论 综上所述，本研究的结果表明，在考察学术环境中的焦虑和成就时，将收入不平等等社会生态因素考虑在内是非常重要的。

https://doi.org/10.1016/j.learninstruc.2023.101825

《Digital game-based spelling intervention for children with spelling deficits: A randomized controlled trial》

《针对拼写障碍儿童的基于数字游戏的拼写干预: 随机对照试验》

作者：Björn Witzel · Ruth Görgen-Rein · Katharina Galuschka · Sini Huemer · Irene Corvacho del Toro · Gerd Schulte‐Körne · Kristina Moll

英文摘要：Structured Abstract Background Digital game-based intervention programs represent a powerful tool for improving reading, whereas evidence for using digital tools to improve spelling is scarce. To fill this gap, we developed an adaptive digital game-based intervention that combines teaching phonological processing, graphene-phoneme-correspondence, and orthographic and morphological rules. Aims Evaluation of the efficacy of a novel digital spelling intervention tool. Sample Participants were 65 German speaking second- and third-graders with spelling disorder. Methods A randomized controlled trial was conducted using a pre-test intervention post-test design. After pre-test children were randomly assigned to the experimental group or an active control group, receiving digitalized games for a period of 12 weeks. Results Data were analyzed using linear mixed effects models. Results showed intervention effects for precursor skills (i.e., phoneme-graphene mapping and phoneme awareness) and for trained and untrained words including trained spelling phenomena (generalization effect). Training effects were specific for spelling and did not transfer to reading. Participants and their parents also reported high levels of satisfaction with and usability of the intervention. Conclusions Findings suggest that the training can be easily integrated into daily routine and that the intervention can supplement standard spelling instruction or can be used when learning therapy is not available. Results also support the idea that effective literacy intervention should be symptom-specific and adapted to the performance level of the child.

中文摘要：结构化 背景资料 基于数字游戏的干预程序是提高阅读能力的有力工具，而使用数字工具提高拼写能力的证据却很少。为了填补这个空白，我们开发了一个自适应数字游戏为基础的干预，结合教学语音处理，石墨烯音素对应，正字法和形态学规则。目标 一种新型数字拼写干预工具的效果评价。样本 参与者是65名说德语的二年级和三年级的拼写障碍学生。方法 随机对照试验采用测试前干预和测试后设计。在预测试后，儿童被随机分配到实验组或主动对照组，接受为期12周的数字化游戏。结果 数据采用线性混合效应模型进行分析。结果表明，干预效果的前体技能(即，音素-石墨烯映射和音素意识)和训练和未训练的单词，包括训练拼写现象(泛化效应)。训练效果只针对拼写，不转移到阅读上。参与者和他们的父母也报告了对干预措施的高度满意度和可用性。结论 研究结果表明，训练可以很容易地融入日常生活，干预措施可以补充标准拼写教学，或者可以在没有学习治疗的情况下使用。结果还支持有效的识字干预应针对具体症状并适应儿童的表现水平这一观点。

https://doi.org/10.1016/j.learninstruc.2023.101842

《The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis》

《教师自主支持在二元语境下青少年学习者自我调节中的作用——基于三水平多层次分析的考察》

作者：Antonia Zachariou · Arielle Bonneville‐Roussy

英文摘要：Abstract Background Autonomy-supportive contexts are thought to promote students’ self-regulation. However, research looking at this link empirically, in naturalistic dyadic contexts and in young learners, is scarce. Aims To address this gap, we adopted an observational approach and investigated whether autonomy-supportive teaching is related to pupils’ self-regulation in one-to-one music lessons. We explored specific aspects of positive self-regulation and the under-researched area of failures in self-regulation. Sample 22 teachers and their 42 pupils (aged 5–11). Methods We video-recorded each teacher-pupil dyad during a one-to-one lesson, and 231 observation segments were collected. Results Using 3-level multilevel modelling and DSEM (observations nested within pupils nested within teachers), our findings indicated that teachers' autonomy support is positively related with pupils' positive self-regulation, and negatively related to pupils’ failures in self-regulation. We also identified which specific autonomy-supportive behaviours were related to self-regulation. Conclusions This study can inform teaching practice and inspire further research into learners' self-regulation and teachers’ autonomy support.

中文摘要：背景资料 自主性支持语境被认为可以促进学生的自我调节。然而，在自然主义二元语境和年轻学习者中，很少有研究从实证的角度来看待这种联系。目标 为了解决这一差距，我们采用了一种观察的方法，调查自主支持教学是否与学生在一对一的音乐课程中的自我调节有关。我们探讨了积极自我调节的具体方面和自我调节失败的研究领域。样本 22名教师及42名学生(5至11岁)。方法 在一对一的教学过程中，我们对每个师生进行了录像记录，并收集了231个观察片段。结果 结果表明，教师的自主支持与学生的积极自我调节呈正相关，与学生的自我调节失败呈负相关。我们还确定了哪些特定的自主支持行为与自我调节有关。结论 本研究可以为教学实践提供参考，并对进一步研究学习者的自我调节和教师的自主性支持有一定的启发作用。

https://doi.org/10.1016/j.learninstruc.2023.101843

《Contrasting school dropout: The protective role of perceived teacher justice》

《对比辍学: 教师公平感的保护作用》

作者：Valentina Grazia · Luisa Molinari · Consuelo Mameli

英文摘要：Abstract Background School dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected. Aim In this study we tested whether a feature of the learning environment, i.e., students’ perception of being treated fairly by teachers, could reduce their intention to drop out. Sample 547 9th grade students (56% male, 94% born in Italy, Mage = 13.92). Method Participants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year. Results A latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty. Conclusion These findings suggest that teacher justice can play a relevant protective role against early school leaving.

中文摘要：背景资料 辍学是一个严重的问题，个人和社会成本都很高。虽然许多危险因素已被研究，但那些与近距离学习环境有关的危险因素大多被忽视。瞄准 在这项研究中，我们测试了学习环境的一个特点，即学生对老师公平对待他们的感觉，是否可以减少他们辍学的意图。样本 547名九年级学生(56% 为男性，94% 出生于意大利，法师 = 13.92)。方法 参与者回答了一份关于教师公正与在学年开始(T1)、中间(T2)和结束(T3)时退学意向的问卷。结果 一个潜在的成长模型表明，随着时间的推移，辍学的意图增加，即使在控制了性别、国籍、动机和感知的学习困难之后，对教师公正的认知也与 T2和 T3的增加呈负相关。结论 这些研究结果表明，教师公正可以发挥相关的保护作用，以防止提前退学。

https://doi.org/10.1016/j.learninstruc.2023.101826

《The more, the better? Learning with feedback and instruction》

《越多越好? 通过反馈和指导来学习》

作者：Steve Wagner · Leonie Jacob · David Weiler · Jan‐Philipp Burde · Katharina Scheiter · Andreas Lachner

英文摘要：Abstract Background Strategy instruction and formative feedback are powerful instructional strategies to support learning. However, combining them may not necessarily be effective. Previous research on the combination of strategy instruction and feedback produced both additive and reducing effects on learning. It is an open question whether and under which conditions combining strategy instruction and feedback enhances students’ learning. Aims We investigated potential synergy and interaction effects of combining strategy instruction and feedback on learning in physics, the underlying mechanisms, and their generalizability (elaboration level of feedback, instructional sequence). Sample We conducted three online experiments (N1 = 437, N2 = 310, N3 = 166) with university students. Method In Experiment 1 and 2, in the learning phase, participants read a strategy instruction or no instruction. In a subsequent practice phase, they solved troubleshooting tasks on electric circuits and received either feedback or no feedback. In Experiment 3, students were randomly assigned to one of three conditions (no intervention, learning phase first, practice phase first). We used the same material for all experiments. Results In Experiment 1, we found no additive combination effects of strategy instruction and corrective feedback. Surprisingly, for far transfer, corrective feedback reduced the effect of prior instruction. Contrarily, in Experiment 2, we obtained additive effects by combining strategy instruction with elaborated feedback. Experiment 3 showed that these additive findings were irrespective of the instruction-feedback-sequence. Conclusions Our findings indicate that the elaboration level of feedback determines whether combining instruction and feedback produces additive or reducing effects.

中文摘要：背景资料 策略教学和形成性反馈是支持学习的有效教学策略。然而，将它们结合起来可能不一定有效。以往关于策略指导与反馈相结合的研究，对学习既产生了加性效应，也产生了减性效应。策略教学与反馈相结合是否、在何种条件下促进学生的学习，是一个悬而未决的问题。目标 我们研究了策略指导和反馈相结合对物理学习的潜在协同效应和交互作用，其潜在机制及其普遍性(反馈的阐述水平，教学顺序)。样本 我们对大学生进行了三个在线实验(N1 = 437，N2 = 310，N3 = 166)。方法 在实验1和实验2中，在学习阶段，参与者阅读策略说明或不阅读说明。在随后的实践阶段，他们解决了电路故障排除任务，并接受反馈或没有反馈。在实验3中，学生被随机分配到三个条件中的一个(无干预，学习阶段第一，练习阶段第一)。我们在所有的实验中使用相同的材料。结果 在实验1中，我们没有发现策略指导和纠正反馈的加性组合效应。令人惊讶的是，对于远距离迁移，纠正反馈降低了先前教学的效果。相反，在实验2中，我们将策略指导和精细反馈相结合，得到了加性效应。实验3表明，这些加性结果与教学反馈顺序无关。结论 我们的研究结果表明，反馈的阐述水平决定了结合教学和反馈是否产生加性或减性效应。

https://doi.org/10.1016/j.learninstruc.2023.101844

《Does changing learning environments affect student motivation?》

《不断变化的学习环境会影响学生的学习动机吗？》

作者：Sabine Schweder · Diana Raufelder

英文摘要：Abstract Background Self-directed learning (SDL) has evolved as an adaptable educational environment, providing flexibility and individualization that meet students' psychological needs and enhance their educational experiences. In turn, these experiences significantly affect student motivation, reinforcing the crucial role of the learning environment in its promotion. To leverage the educational potential of SDL in synergy with traditional teacher-directed environments, in-depth research is vital. Aims Grounded in the Self-Determination Theory and Stage-Environment Fit Theory, this research employs longitudinal data to examine how modifications in learning environments influence students' basic needs and motivation. Sample The research incorporated 754 German students, with an average age of 13.56 (SD = 1.2, 49.7% female). Method Over the span of a year, the study scrutinized data from two distinct educational environments: self-directed learning (SDL) and teacher-directed instruction (TDI). The Latent Change Score Models were used for the data analysis, considering performance data, age, and gender. Results The analysis showed an overall increase in students' basic need satisfaction during SDL. Conversely, TDI had no substantial effect on autonomy and social relatedness. An increase in intrinsic and identified motivation was noticed during SDL, while introjected and extrinsic motivation displayed a decreasing trend, particularly during SDL. These observations emphasize the qualitative differences between both environments. Conclusion The findings suggest an integrated approach of SDL and TDI to mitigate the detected decrease in motivation. They highlight SDL's potential in shaping motivation and meeting basic needs and stress the importance of maintaining an optimal balance between SDL and TDI in different educational settings.

中文摘要：背景资料 自主学习(SDL)已经发展成为一种适应性教育环境，提供灵活性和个性化，以满足学生的心理需求，提高他们的教育经验。反过来，这些经验显着影响学生的动机，加强了学习环境的关键作用，在其促进。要利用 SDL 的教育潜力与传统的教师指导环境协同工作，深入的研究是至关重要的。目标 本研究以 self-determination Theory 和阶段-环境匹配理论为基础，采用纵向数据分析学习环境的改变如何影响学生的基本需要和动机。样本 这项研究纳入了754名德国学生，平均年龄为13.56岁(SD = 1.2,49.7% 为女性)。方法 在一年的时间里，这项研究仔细检查了来自两个不同教育环境的数据: 自主学习(SDL)和教师指导教学(TDI)。潜在变化评分模型用于数据分析，考虑到绩效数据、年龄和性别。结果 分析结果显示，学生的基本需要满意度在 SDL 期间整体上有所提高。相反，TDI 对自主性和社会关系没有实质性的影响。在 SDL 过程中，内在动机和识别动机的增加被注意到，而内在动机和外在动机则呈现出下降的趋势，特别是在 SDL 过程中。这些观察强调了两种环境之间的质的差异。结论 研究结果表明，SDL 和 TDI 的综合方法，以减轻检测到的动机下降。他们强调了 SDL 在形成动机和满足基本需求方面的潜力，并强调了在不同的教育环境中保持 SDL 和 TDI 之间的最佳平衡的重要性。

https://doi.org/10.1016/j.learninstruc.2023.101829

《The roles of prosody in Chinese-English reading comprehension》

《韵律在汉英阅读理解中的作用》

作者：Xiuli Tong · Rachel Ka Ying Tsui · Nicole Sin Hang Law · Leo Shing Chun Fung · Ming Ming Chiu · Kate Cain

英文摘要：Abstract Background Despite being an essential component of children's oral reading fluency, prosodic reading, which involves expressive changes in pitch patterns and pause durations, has not been explored in Cantonese-English bilingual children, whose first language (L1) is tonal, non-alphabetic, and whose second language (L2) is non-tonal, alphabetic. Aims This study examined the development of prosodic reading and its within- and cross-language associations with reading comprehension among Cantonese-English bilingual children from second to third grade. Sample One hundred and twenty-one 7-to 8-year-old Cantonese-English bilingual children completed initial testing in grade 2, with 52 tested in grade 3. Methods Prosodic reading was assessed using one Chinese and one English passage, each comprising six types of syntactic structures: declaratives, clause-final commas, yes-no questions, wh-questions, complex adjectival phrases, and quotatives. Word-reading efficiency, oral passage-reading fluency, and reading comprehension in Chinese and English were also measured. Results Spectrographic analyses revealed that these children were aware of language-independent functions and language-specific manifestations of pitch and pause cues within and across their L1 Chinese and L2 English. Wh question pitch contours emerged as the most robust link to reading comprehension across both languages, while a crossover effect occurred from Cantonese pitch to English reading comprehension. Shorter pauses for English declarative quotative sentences and phrase-final commas were concurrently associated with greater English reading comprehension. Conclusions These findings are interpreted within a new reading framework, the Prosodic Catalysing Hypothesis (PCH), which proposes that pitch and pause production can bridge prosody and syntax to facilitate reading comprehension.

中文摘要：背景资料 尽管韵律阅读是儿童口语流利性的一个重要组成部分，但是涉及音高模式和停顿持续时间的表达变化的韵律阅读尚未在粤英双语儿童中进行研究，他们的第一语言(L1)是声调的，非字母的，第二语言(L2)是非声调的，字母的。目标 本研究旨在探讨二至三年级粤英双语儿童韵律阅读的发展及其与阅读理解的语内和语外联系。样本 一百二十一名七至八岁的粤英双语儿童在二年级完成初步测验，其中五十二名在三年级完成初步测验。方法 韵律阅读评估使用一个中文和一个英文文章，每个包括六种类型的句法结构: 陈述句，从句-最后逗号，是-否疑问句，w- 疑问句，复杂形容词短语和引语。此外，测试亦包括中英文单词阅读效率、口语短文阅读流利程度及阅读理解。结果 光谱分析显示，这些儿童在第一语言的中文和第二语言的英文内部和跨越第一语言的中文和第二语言的英文内部，意识到语言独立的功能和语言特定的音高和停顿线索的表现。在这两种语言中，Wh- 问句的音高轮廓是与阅读理解最有力的联系，而粤语音高和英语阅读理解的交叉效应也出现了。英语陈述性引用句和短语结束逗号的停顿时间越短，英语阅读理解越强。结论 这些发现在一个新的阅读框架——“韵律催化假说”中得到了解释，该假说认为音高和停顿的产生可以连接韵律和句法来促进阅读理解。

https://doi.org/10.1016/j.learninstruc.2023.101846

《Boosting debiasing: Impact of repeated training on reasoning》

《增强消除偏见: 反复训练对推理的影响》

作者：Nina Franiatte · Esther Boissin · Alexandra Delmas · Wim De Neys

英文摘要：Abstract Background Recent debiasing studies have shown that a short explanation about the correct solution to a reasoning problem can often improve performance of initially biased reasoners. Yet, with only one single training session, there is still a non-neglectable group of reasoners who remained biased. Aims We explored whether repeated training on a battery of three reasoning tasks (i.e., bat-and-ball, base-rate neglect, and conjunction fallacy) can further boost reasoning performance. Sample We recruited 120 adults, native English speakers, through Prolific Academic. Methods We ran two studies with a battery of three classic reasoning tasks (see above). We used a two-response paradigm in which participants first gave an initial intuitive response, under time pressure and cognitive load, and then gave a final response after deliberation. In Study 1, we ran two repeated training sessions within one week. In Study 2, we ran a third training session two months after the initial study. Results Study 1 showed that after the first training session, most of the participants solved the problems correctly, as early as the initial intuitive stage. This training effect was further boosted by additional training, which helped almost the full sample to benefit. Study 2 indicated that these effects were robust and persisted after two months. Conclusions The repetition of the training can further boost performance compared to the effect of one single training. These results are consistent with the wider literature on repeated testing and can serve as a proof-of-principle for a repeated debias training approach.

中文摘要：背景资料 最近的消除偏见的研究表明，对一个推理问题的正确解决方案的简短解释往往可以提高最初有偏见的推理者的表现。然而，只有一个单一的训练课程，仍然有一个不可忽视的群体谁仍然偏见的推理。目标 我们研究了反复训练三个推理任务(即击球、基础率忽略和合取谬误)能否进一步提高推理能力。样本 我们通过高产学术招募了120名以英语为母语的成年人。方法 我们用三个经典的推理任务进行了两项研究(见上文)。我们采用双反应范式，参与者在时间压力和认知负荷下首先给出一个初始的直觉反应，然后在深思熟虑后给出最终反应。在研究1中，我们在一周内进行了两次重复训练。在研究2中，我们在最初的研究两个月后进行了第三次训练。结果 研究1表明，在第一次训练后，大多数参与者正确地解决了问题，早在最初的直觉阶段。这种培训效果进一步加强了额外的培训，这有助于几乎完整的样本受益。研究2表明，这些影响是强有力的，并持续两个月后。结论 与单一训练相比，重复训练可以进一步提高成绩。这些结果与更广泛的重复测试文献是一致的，并且可以作为重复性偏倚训练方法的原理证据。

https://doi.org/10.1016/j.learninstruc.2023.101845

《Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions》

《个性化目标设定干预使用自动写作评价，以支持中学生的文本修订》

作者：Thorben Jansen · Jennifer Meyer · Johanna Fleckenstein · Andrea Horbach · Stefan Keller · Jens Møller

英文摘要：Abstract Background Revising is central in the process of writing and for acquiring writing skills. Setting revision goals is challenging especially for novice writers: students do not revise frequently, especially in homework conditions that demand high levels of self-regulation. Empirical studies of goal-setting interventions providing a detailed list of goals show positive effects on students’ revisions, and researchers have argued that individualizing such goal-setting interventions could increase intervention effectiveness. Aims The present study investigated an individualized goal-setting intervention that provided a list of goals based on students' previous writing using automated writing evaluation. Sample Participants were 345 academic track students from upper-secondary schools in Germany. Methods We asked students to write a text in English as a second language (ESL) as homework and then to revise it. In a hierarchical sequence of four groups, we expanded the information to support students in self-evaluating their texts and setting appropriately challenging revising goals in a stepwise manner. Students received a textbook passage showing a list of process goals (all groups), an assessment rubric (groups two, three, and four), an automated performance score (groups three and four), and individualized goal-setting instruction based on their performance score and the textbook passage (group four). Results Students receiving individualized goal-setting instructions showed the largest revision performance compared to the other groups, with and without controlling for text length. Conclusions We discuss how goal-setting support in ESL writing can benefit from automated writing evaluation to provide individualized support and thus improve the effectiveness of goal-setting interventions in supporting students’ revision performances.

中文摘要：背景资料 复习是写作过程和获得写作技能的核心。设定复习目标对于新手作家来说尤其具有挑战性: 学生不经常复习，尤其是在需要高度自我调节的家庭作业环境中。目标设定干预的实证研究提供了一个详细的目标清单显示积极的影响学生的修订，研究人员认为，个性化这种目标设定干预可以提高干预的有效性。目标 本研究采用个性化目标设置干预方法，利用自动化写作评价方法，根据学生以前的写作情况，提供一系列目标。样本 参与者是来自德国高中的345名学术研究型学生。方法 我们要求学生用英语作为第二语言(ESL)写一篇课文作为家庭作业，然后进行修改。在四个小组的等级顺序中，我们扩展了信息来支持学生自我评估他们的文本，并设置适当的具有挑战性的修改目标，以逐步的方式。学生收到一个教科书段落，显示过程目标列表(所有组) ，评估标准(第二组，第三组和第四组) ，自动表现评分(第三组和第四组) ，以及基于他们的表现评分和教科书段落(第四组)的个性化目标设置指导。结果 与其他组相比，接受个性化目标设定指导的学生表现出最大的复习成绩，有或没有控制文本长度。结论 我们讨论了 ESL 写作中的目标设置支持如何从自动化写作评价中受益，从而提供个性化的支持，从而提高目标设置干预对支持学生复习成绩的有效性。

https://doi.org/10.1016/j.learninstruc.2023.101847

《Digital multimodal composing as translanguaging assessment in CLIL classrooms》

《数字多模态作文在 CLIL 课堂跨语言评价中的应用》

作者：Lianjiang Jiang · Zhen Li · Jessica Shuk Ching Leung

英文摘要：Abstract Background Despite the increasing popularity of translanguaging as an instructional strategy and the ascending linguistic and cultural diversity in CLIL classrooms, content assessment remains monolingual and monomodally carried out in written language. There is a critical need to explore how translanguaging assessment can be designed and enacted through assessment innovations. Aims This paper explores innovative use of digital multimodal composing (DMC) as translanguaging assessment in CLIL classrooms and the pertinent practical issues associated with such innovation. Sample(s) The participants were three content teachers and their students in three distinctive classroom contexts. Methods With an instrumental case study design (Yin, 2003), this study presents three situated examples of DMC as translanguaging assessments with a combination of thematic and multimodal analysis. Results The findings show that the teachers enacted translanguaging assessment through DMC in three ways: using DMC to relate abstract/intangible curricular constructs to students’ lived experiences, imagined identities and cultural heritages, to document longitudinal learning evidence throughout the process of real-world explorations, and to help diagnose the implicit and sometimes overlooked sources of conceptual misunderstandings and difficulties in content learning. A range of challenges in relation to validity and manageability are also identified. Conclusions While the findings reveal the affordances of DMC as translanguaging assessment, its implementation requires attention to the planned scaffolds for translanguaging performance in DMC, the digital literacies required for effective use of DMC, and well justified purposes of using DMC as translanguaging assessment in linguistically policed contexts.

中文摘要：背景资料 尽管翻译作为一种教学策略越来越受欢迎，而且 CLIL 课堂上的语言和文化多样性也在不断增加，但内容评估仍然是以书面语言进行的单一语言评估。现在迫切需要探讨如何通过评估创新来设计和实施翻译评估。目标 本文探讨了数字多模态作文(DMC)在 CLIL 课堂中作为跨语言评价的创新应用及其相关的实践问题。样本 研究对象为三位内容教师及其学生，分别处于三种不同的课堂环境中。方法 本研究采用工具格研究设计(Yin，2003) ，结合主题分析和多模态分析，提出了三个情境下的 DMC 作为跨语言评估的例子。结果 研究结果表明，教师通过 DMC 进行跨语言评估的方式有三种: 使用 DMC 将抽象/无形的课程结构与学生的生活经历、想象的身份和文化遗产联系起来; 记录整个现实世界探索过程中的纵向学习证据; 帮助诊断内容学习中隐含的、有时被忽视的概念误解和困难的来源。还确定了与有效性和可管理性有关的一系列挑战。结论 虽然研究结果揭示了 DMC 作为跨语言评估的可行性，但其实施需要关注 DMC 中跨语言表现的计划支架，有效使用 DMC 所需的数字素养，以及在语言管制的情况下使用 DMC 作为跨语言评估的合理目的。

https://doi.org/10.1016/j.learninstruc.2024.101900

《Understanding error patterns in students' solutions to linear function problems to design learning interventions》

《理解学生解决线性函数问题的错误模式，设计学习干预措施》

作者：Noor Elagha · James W. Pellegrino

英文摘要：Abstract Background Reasoning with and about linear functions (LF) is considered essential knowledge for college readiness, but evidence shows that students experience difficulty in this topic. There were two overarching aims of the reported studies. One was to assess students’ understanding of LF and discern the cognitive underpinnings of common errors they make in these types of problems. The second was to explore designs of a learning intervention that can ameliorate these misunderstandings. Methods In Study 1, analyses of performance on Verbal Description, Table, and Graph LF problem types showed substantial and interpretable errors on the latter two. Errors reflected systematic conceptual and procedural misunderstandings associated with interpretation of structural features of Table and Graph LF problems. The results for LF Table and Graph problems suggested that students could benefit from error focused interventions. In Study 2, information about common errors from Study 1 was used to inform the design of instructional interventions using three worked example conditions: (1) error detection and correction, (2) error correction only, and (3) no error (control). Results & conclusions Results of quantitative and qualitative analyses showed enhanced performance in all intervention conditions and across both problem types and were particularly impactful for both problem types when error correction was required in worked examples. Findings from both studies are discussed in terms of implications for learning environments, including initial instruction and diagnostic assessment.

中文摘要：背景资料 推理与线性函数(LF)被认为是大学准备的必要知识，但有证据表明，学生经历了这一课题的困难。报告的研究有两个总体目标。一个是评估学生对 LF 的理解，并找出他们在这类问题中常犯错误的认知基础。第二是探索能够改善这些误解的学习干预设计。方法 在研究1中，对言语描述、表格和图形 LF 问题类型的表现分析显示，后两种类型的表现存在实质性和可解释性错误。错误反映了与表格和图形 LF 问题结构特征解释相关的系统性概念和程序性误解。LF 表和图表问题的结果表明，学生可以从错误集中干预中受益。在研究2中，研究1中关于常见错误的信息被用来指导教学干预措施的设计，使用三个工作实例条件: (1)纠错，(2)仅纠正错误，和(3)没有错误(控制)。结果及结论 定量和定性分析的结果显示，在所有干预条件下和在两种问题类型下，性能都有所提高，当工作实例需要纠错时，对两种问题类型都特别有影响。这两项研究的结果在学习环境的影响方面进行了讨论，包括初步指导和诊断评估。

https://doi.org/10.1016/j.learninstruc.2024.101895

《Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors》

《小学儿童数学焦虑与数学成绩的纵向关系及其预测因素》

作者：Monika Szczygieł · Dénes Szücs · Enrico Toffalini

英文摘要：Abstract Background Math anxiety (MA) and math achievement (MATH) are related, but the direction of their relationship and their predictors are still unclear. Aims We tested whether MATH predicts MA (Deficit Theory), MA predicts MATH (Debilitating Anxiety Theory), or whether MA and MATH have reciprocal relationships (Reciprocal Theory). Further, we established whether MA at T0, T1, and T2 and MATH at T1 and T2 were predicted by gender, general anxiety, fluid intelligence, verbal and visuospatial working memory, and symbolic and non-symbolic numerical representations tested at T0. Sample We tested 337 Polish primary school children. Methods We analyzed longitudinal data at three time points: T0 – the beginning of the first grade, T1 – the end of the first grade, T2 – the end of the second grade. Results MATH at T1 predicted MA at T2 and MA at T1 predicted MATH at T2 (supporting the Reciprocal Theory). Additionally, MATH at T1 was predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation; MATH at T2 by fluid intelligence, verbal working memory, and MATH at T1. MA at T0 was predicted by general anxiety and symbolic numerical representation, MA at T1 by MA at T0 and gender, and MA at T2 by MA at T1. Conclusions The results support the Reciprocal Theory of the MA and MATH relationship. MA is predicted by general anxiety, knowledge of mathematical symbols and gender. MATH is predicted by fluid intelligence, working memory and knowledge of mathematical symbols.

中文摘要：背景资料 数学焦虑(MA)与数学成绩(MATH)是相关的，但两者关系的方向及其预测因素尚不清楚。目标 我们测试了数学是否能预测数学(赤字理论) ，数学是否能预测数学(衰弱焦虑理论) ，或者数学和数学是否有互惠关系(互惠理论)。此外，我们确定 T0，T1和 T2的 MA 和 T1和 T2的 MATH 是否通过性别，一般焦虑，流体智力，语言和视觉空间工作记忆以及在 T0测试的符号和非符号数字表示来预测。样本 我们对337名波兰小学生进行了测试。方法 我们分析了三个时间点的纵向数据: T0-一年级开始，T1-一年级结束，T2-二年级结束。结果 T1的 MATH 预测 T2的 MA，T1的 MA 预测 T2的 MATH (支持相互作用理论)。此外，通过流体智力、视觉空间工作记忆和符号数字表示预测 T1的 MATH; 通过流体智力、言语工作记忆和 T1的 MATH 预测 T2的 MATH。通过一般焦虑和符号数值表征预测 T0时的 MA，T1时的 MA 由 T0时的 MA 和性别预测，T2时的 MA 由 T1时的 MA 预测。结论 研究结果支持了 MA 与 MATH 关系的相互作用理论。通过一般焦虑、数学符号知识和性别来预测 MA。数学是由流体智能、工作记忆和数学符号知识预测出来的。

https://doi.org/10.1016/j.learninstruc.2024.101906

《The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school》

《小学生内外化行为问题与学业成绩的纵向关系》

作者：Stefan Kulakow · Kathrin Mahlau · Aleksander Kocaj

英文摘要：Abstract Background Cascade models propose that behavioral difficulties and academic achievement are reciprocally intertwined. However, empirical evidence for this assumption is inconclusive. Aims The present study examines the relations between internalizing and externalizing behavioral difficulties and academic achievement in three achievement domains (i.e., reading, writing, mathematics) across four school years in primary school. Sample A sample of N = 461 primary school students was used to examine our research questions. Five waves of measurement were gathered to capture students’ educational development throughout elementary school. Methods A series of cross-lagged panel analyses was conducted controlling for potential confounders (i.e., attention, cognitive ability, gender). Results Contrary to our hypotheses, results point only to sporadic reciprocal effects between behavioral problems and achievement. Effects vary greatly both between achievement domain and between behavioral difficulties. On all longitudinal variable associations, there were consistently moderate to high stabilities across four years of primary education. Conclusions Moderate to high stabilities of the variables under examination suggests that interventions beginning after school entrance might be too late to avoid adverse developmental trajectories adequately. Additionally, prevention and intervention programs are discussed which might avoid such educational developments.

中文摘要：背景资料 级联模型认为行为困难和学业成绩是相互交织的，但是这个假设的经验证明是不确定的。目标 本研究考察了小学四个学年在三个成就领域(阅读、写作、数学)内化和外化行为困难与学业成就的关系。样本 本研究以461名小学生为样本，探讨研究问题。采用五种测量方法，对小学生的教育发展状况进行了测量。方法 一系列的交叉滞后面板分析进行了控制潜在的混杂因素(即，注意力，认知能力，性别)。结果 与我们的假设相反，研究结果表明，行为问题和成就之间只存在零星的相互影响。成就领域和行为困难之间的效应差异很大。在所有纵向变量关联中，四年小学教育的稳定性一直处于中度至高度。结论 受试变量的中度至高度稳定性表明，入学后开始的干预措施可能为时已晚，无法充分避免不利的发展轨迹。此外，预防和干预计划的讨论，可能避免这样的教育发展。

https://doi.org/10.1016/j.learninstruc.2024.101909

《What is the role of teaching support in students’ motivation and engagement trajectories during adolescence? A four-year latent growth modeling study》

《教学支持在学生青春期的动机和参与轨迹中扮演着什么样的角色？四年潜在增长模型研究》

作者：Andrew J. Martin · Rebecca J. Collie · Mary Stephen · Anaïd Flesken · Fiona Halcrow · Brianna McCourt

英文摘要：Abstract Background and aims This 4-wave longitudinal study investigated the role of perceived teaching support in motivation and engagement trajectories from early adolescence in Year 6 (Time 1) to mid-adolescence in Year 9 (Time 4). Sample A total of 7769 Australian school students participated. Methods Latent growth modeling (LGM) was implemented to explore students' trajectories. Results Findings confirmed the well-known pattern of motivation and engagement declines from early to mid-adolescence—but the role of perceived teaching support played a significant part in how these patterns of motivation and engagement unfolded. Specifically, we found evidence for: (1) temporal effects, such that motivation and engagement declined over time; (2) initiating effects, such that perceived teaching support at Time 1 was associated with positive “starting points” for motivation and engagement at Time 1; (3) contemporaneous effects, such that for at least one timepoint, perceived teaching support was related to positive motivation and engagement at the same timepoint; (4) sustaining effects, such that perceived teaching support significantly predicted positive motivation and engagement at all four timepoints; and (5) escalating effects, such that the predictive role of perceived teaching support on students’ motivation and engagement increased over time. Conclusion Findings contribute to knowledge about how to boost and sustain the motivation and engagement trajectories of students during early to mid-adolescence.

中文摘要：背景及目标 这个四波追踪研究调查了从第六年(时间1)到第九年(时间4)的青春期早期(时间1)到青春期中期(时间4) ，感知教学支持在动机和参与轨迹中的作用。样本 共有7769名澳大利亚中学生参加。方法 采用潜在成长模型(LGM)探索学生的成长轨迹。结果 研究结果证实了从青春期早期到中期，动机和参与度下降的众所周知的模式ーー但是感知的教学支持在动机和参与度如何展开方面发挥了重要作用。具体而言，我们发现了以下证据: (1)时间效应，使得动机和参与随着时间的推移而下降; (2)启动效应，使得在时间1的感知教学支持与在时间1的动机和参与的积极“起点”相关联; (3)同时效应，使得在至少一个时间点，感知教学支持与同一时间点的积极动机和参与相关联; (4)持续效应，使得感知教学支持在所有四个时间点显着预测积极动机和参与; (5)升级效应，使得感知教学支持对学生动机和参与的预测作用随。结论 研究结果有助于了解如何在青春期早期至中期提高和维持学生的动机和参与轨迹。

https://doi.org/10.1016/j.learninstruc.2024.101910

《Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools》

《揭示教师情绪、教学行为与学校幸福感的关系——来自弱势学校的证据》

作者：Julia Holzer · Luisa Grützmacher · Marko Lüftenegger · Manfred Prenzel · Barbara Schober

英文摘要：Abstract Background Despite broad theoretical consensus on the direct and indirect relevance of teacher emotions for instructional behavior and student outcomes, empirical evidence is inconclusive. Moreover, there is limited research in this area involving disadvantaged and younger student populations, and addressing students’ school well-being as an outcome explicitly. Aims This study investigates associations between teacher emotions (joy, anger, anxiety), teacher-reports of instructional behavior (cognitive and motivational stimulation, classroom management, and social support), and students' reported school well-being (positive emotions and intrinsic motivation experienced at school), hypothesizing effects of teacher emotions on student school well-being, mediated via teachers’ instructional behavior. Sample Participants were 1550 primary school students and their 134 homeroom teachers from 50 Austrian disadvantaged schools. Methods Data were collected using written online questionnaires and analyzed applying Bayesian multilevel mediation analysis. Results Teachers' joy positively related to aspects of all assessed dimensions of instructional behavior. Anger and anxiety related negatively only to aspects of classroom management. No associations were identified between teachers' instructional behavior and student school well-being, or teachers’ joy or anxiety and student school well-being, rejecting the mediation assumption. Surprisingly, teacher anger positively related to student intrinsic motivation. Conclusions This study supports theoretical assumptions on the role of teacher emotions for instruction but did not replicate theorized indirect effects of teacher emotions via instructional behavior on student outcomes. In contrast, the identified direct association between teacher anger and student intrinsic motivation represents a valence-incongruent link which evokes interesting perspectives and stimulates a further differentiation of established theoretical assumptions.

中文摘要：背景资料 尽管在教师情绪与教学行为和学生成绩的直接和间接相关性方面存在广泛的理论共识，但经验证明仍然是不确定的。此外，在这一领域涉及弱势和年轻学生群体的研究有限，并且明确地将学生的学校福祉作为一个结果。目标 本研究调查了教师情绪(喜悦、愤怒、焦虑)、教学行为(认知和动机刺激、课堂管理和社会支持)和学生报告的学校幸福感(学校体验到的积极情绪和内在动机)之间的关联，假设教师情绪对学校幸福感的影响，通过教师的教学行为进行调解。样本 参与者是来自50所奥地利弱势学校的1550名小学生和134名班主任。方法 数据收集采用书面在线问卷，并应用贝叶斯多层次中介分析进行分析。结果 教师的快乐程度与教学行为各评估维度呈正相关。愤怒和焦虑只与课堂管理的某些方面负相关。教师的教学行为与学生的学校幸福感、教师的快乐或焦虑与学生的学校幸福感之间没有发现任何关联。令人惊讶的是，教师的愤怒与学生的内在动机呈正相关。结论 本研究支持教师情绪在教学中的作用的理论假设，但没有复制教师情绪通过教学行为对学生成绩的间接影响的理论假设。相比之下，教师的愤怒和学生的内在动机之间的直接联系代表了一个价不一致的联系，唤起了有趣的观点，刺激了已建立的理论假设的进一步区分。

https://doi.org/10.1016/j.learninstruc.2024.101926

《Antecedents of student team formation in higher education》

《高校学生团队形成的前因分析》

作者：Carlos A. de Matos Fernandes · Marion Hoffman · Jasperina Brouwer

英文摘要：Structured abstract Background Students often form project teams by themselves rather than impose pre-defined teams because it leads to better study outcomes. However, few scholars have investigated the mechanisms driving the formation of self-organized groups. Aims We examine three underlying and interrelated antecedents of project team formation: friendships, familiarity with fellow team members due to prior co-working experiences, and similarity of team members regarding gender, academic achievement, and preferred collaborators. Sample The data encompasses 70 first-year university students asked to self-form teams to carry out a semester project. Methods We utilize Exponential Random Partition Models. This new method allows us to model how friendships, familiarity, and similarity affect self-organized group compositions while accounting for each factor's relative importance. Results The results show that friends are more likely to end up in the same team than non-friends. Similarity is also an important antecedent for team formation: Students with the same gender and similar grades are more likely to end up in the same team. Familiarity and preferred collaboration showed negligible effects. Conclusions Our findings emphasize that educators must consider academic and non-academic factors when allowing students to self-organize in teams, depending on what goal educators strive to achieve with team projects.

中文摘要：结构化抽象 背景资料 学生通常自己组建项目团队，而不是强加预先定义的团队，因为这样可以获得更好的学习成果。然而，很少有学者研究自组织群体形成的机制。目标 我们研究了项目团队形成的三个潜在的和相互关联的前因: 友谊，由于以前的合作经验而与团队成员的熟悉程度，以及团队成员在性别、学术成就和首选合作者方面的相似程度。样本 这些数据包括70名大学一年级学生，他们被要求自组团队开展一个学期项目。方法 我们利用指数随机分区模型。这种新方法使我们能够模拟友谊、熟悉度和相似度如何影响自组织的群体组成，同时考虑每个因素的相对重要性。结果 结果表明，朋友比非朋友更有可能在同一个团队结束。相似性也是形成团队的一个重要先决条件: 性别相同、成绩相似的学生最终更有可能加入同一个团队。熟悉程度和偏好合作的影响可以忽略不计。结论 我们的研究结果强调，教育工作者必须考虑学术和非学术因素时，允许学生自我组织的团队，取决于什么目标教育工作者努力实现的团队项目。

https://doi.org/10.1016/j.learninstruc.2024.101931

《Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons》

《在 CLIL 物理和化学课程中解包和重新包装特定主题知识的多模式实践》

作者：Tarja Nikula · Teppo Jakonen · Leila Kääntä

英文摘要：Abstract Background Different school subjects have their specific meaning-making practices for building and conveying knowledge. Research drawing on the Semantics dimension of the Legitimation Code Theory has noted the importance of shifting between levels of abstraction and context-dependency in knowledge-building. There is a need to better understand how such shifting between different levels of abstraction is accomplished with multimodal resources in classroom interaction. Aims This study aims at exploring subject-specific knowledge construction as a form of translanguaging, i.e., as movement between different registers and multimodal resources of meaning-making. Data The data comes from a Finnish teacher development project aimed at supporting CLIL teachers' professional development. This exploratory study analyses teachers’ knowledge-building practices in two STEM lessons video-recorded in the project, Physics and Chemistry. Methods The data is analysed using multimodal conversation analysis and analysis of semantic waves. Analysis focuses on how the teachers engage in unpacking and repacking subject-specific knowledge by talking, gesturing, as well as displaying, handling, and modifying various kinds of multimodal materials and artefacts. Results The teachers were found to use a versatile set of multimodal translanguaging practices for unpacking and repacking. The findings also indicate complexity in semantic waves due to multimodal resources accomplishing simultaneous shifts in semantic gravity and density, with either aligning or diverging functions. Conclusions The simultaneous use of different multimodal resources and their potential to serve different functions point to the need to acknowledge the multidimensionality of semantic waves. The multimodal translanguaging approach also has implications for conceptualising subject-specific knowledge-building as inherently multimodal.

中文摘要：背景资料 不同的学科对于知识的建构和传递都有其特定的意义构建实践。基于合法性代码理论的语义维度的研究指出了知识构建中抽象层次和上下文依赖层次之间转换的重要性。有必要更好地理解这种在不同抽象层次之间的转换是如何利用课堂互动中的多模态资源来实现的。目标 本研究旨在探讨作为一种翻译形式的主体特定知识建构，即作为意义建构的不同语域和多模态资源之间的运动。百科 这些数据来自于一个旨在支持 CLIL 教师专业发展的芬兰教师发展项目。本研究分析教师在「物理与化学」两节 STEM 课程中的知识建构实践。方法 数据分析采用多模态会话分析和语义波分析。分析的重点在于教师如何通过谈话、手势以及展示、处理和修改各种多模态材料和人工制品来对特定学科的知识进行拆包和重新包装。结果 教师被发现使用一套通用的多模式翻译实践拆包和重新包装。研究结果还表明，语义波的复杂性，由于多模态资源实现同时转移的语义重力和密度，无论是对齐或发散的功能。结论 同时使用不同的多通道资源及其服务于不同功能的潜力表明需要承认语义波的多维性。多模式转换语言方法也暗示着将特定主题的知识建设概念化为固有的多模式。

https://doi.org/10.1016/j.learninstruc.2024.101932

《Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms》

《讲故事为学习做准备: 迁移绩效的贝叶斯分析和学习机制的研究》

作者：Samuel Tobler · Tanmay Sinha · Katja Köhler · Manu Kapur

英文摘要：Abstract Background Textbooks are essential for natural science university education. However, recent evidence indicates that their design may not be ideal for learning, whereas narratives might overcome the associated limitations. Aim This study compares transfer performance and involved learning mechanisms upon learning scientific concepts either provided in an expository text alone, embedded in a historical narrative, or as expository text prefaced with the historical background. Sample Participants were 163 undergraduate natural science students. Methods We randomly assigned students to one of the three conditions and used a Bayesian modeling approach to compare the prior knowledge-dependent transfer performance upon instruction. Additionally, we investigated the impact of the different conditions on affective and cognitive mechanisms. Results Results indicate that students with lower prior knowledge benefit most from narrative-embedded content. Students with higher prior knowledge profited if narratives were used as preparation for follow-up expository instruction. Self-efficacy and cognitive load measures were positively related to the narrative conditions and partly mediated learning from narrative instruction. Conclusion The study conceptualized and offers support for using narratives as preparation for future learning for enhancing transfer performance in university natural science education, additionally highlighting when and why narratives might support learning.

中文摘要：背景资料 教科书是自然科学大学教育的重要组成部分。然而，最近的证据表明，他们的设计可能不是理想的学习，而叙述可能克服相关的限制。瞄准 本研究比较了学习科学概念的迁移表现和涉及的学习机制，这些概念要么单独存在于说明性文本中，要么嵌入在历史叙事文本中，要么存在于以历史背景为前提的说明性文本中。样本 研究对象为163名自然科学本科生。方法 我们将学生随机分配到三个条件中的一个，并使用贝叶斯建模方法来比较先验知识依赖性迁移在教学中的表现。此外，我们还研究了不同条件对情感和认知机制的影响。结果 结果表明，先验知识水平较低的学生受益最大的是嵌入式叙事内容。如果使用叙述作为后续说明性教学的准备，先前知识较高的学生将获益。自我效能感和认知负荷量与叙事条件呈正相关，并且部分中介了叙事教学的学习。结论 该研究提出了概念，支持使用叙事作为未来学习的准备，以提高大学自然科学教育中的迁移绩效，并强调叙事何时和为什么可以支持学习。

https://doi.org/10.1016/j.learninstruc.2024.101944

《Production rather than observation: comparison between the roles of embodiment and conceptual metaphor in L2 lexical tone learning》

《生成而非观察: 体现与概念隐喻在二语词汇语调学习中的作用比较》

作者：Keke Yu · Jie Zhang · Zilong Li · Xuliang Zhang · Hanhan Cai · Li Li · Ruiming Wang

英文摘要：Abstract Background It remains unclear how embodiment and conceptual metaphor play a role in second language (L2) lexical tone learning. Aims The present study aimed to examine the roles of pitch gesture production (PP), pitch feature observation (PO), and word-picture association (WA) approach in L2 lexical tone learning. Sample Participants were 90 undergraduate students with Mandarin as their native language. Methods Participants learned Thai lexical tones via the three approaches and completed tone discrimination, tone identification, and word-picture matching tasks. Results The PP performed better than the PO and WA in discriminating between and identifying specific tones. The PP was more accurate than the WA in word-picture matching. Conclusions The pitch gesture production's embodiment was superior to the pitch feature observation's conceptual metaphor in learning L2 lexical tones. However, its role was affected by lexical tones' pitch features, test tasks, and learners' tonal experience.

中文摘要：背景资料 具体化和概念隐喻在第二语言词汇语调学习中的作用尚不清楚。目标 本研究旨在考察音高手势产生(PP)、音高特征观察(PO)和词图联想(WA)方法在二语词汇声调学习中的作用。样本 研究对象为90名以普通话为母语的本科生。方法 参与者通过这三种方法学习泰语词汇声调，并完成声调辨别、声调识别和词图匹配任务。结果 PP 在区分和识别特定声调方面优于 PO 和 WA。在词-图匹配方面，PP 比 WA 更准确。结论 在二语词调的学习中，音高手势产生的体现优于音高特征观察的概念隐喻。然而，它的作用受到词汇声调的音高特征、测试任务和学习者声调经验的影响。

https://doi.org/10.1016/j.learninstruc.2024.101905

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