【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。
《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
《Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education》
《教师开展全纳教育，培养中等教育学生的社会和情感能力》
作者：Vicente J. Llorent · Mariano Núñez-Flores · Markus Kaakinen
英文摘要：Abstract Background Social and emotional competencies are crucial to healthy student development in the educational context. Empirical studies have demonstrated that students’ social and emotional competencies favour achievement performance and positive interpersonal relationships at the school. Students’ social and emotional competencies could be developed at the school through the influence of respectful and supportive contexts. These contexts are mainly generated by teachers at the school through the inclusive education. Aims This study aimed to analyse the relation between the inclusive education by teachers and the social and emotional competencies of their students in compulsory secondary education. This relation was examined considering three levels (school, classroom and individual). Samples Participants were 294 teachers (age range 24–64 years, Mage = 43.52, SD = 10.00; 58.8% female) and 3550 of their students (age range 11–16 years, Mage = 12.73, SD = 1.05; 48.4% female), from 40 schools and 174 classrooms of Spanish compulsory secondary education. Methods This ex-post-facto cross-sectional and multilevel study was conducted with self-report surveys. Results Many correlations showed a positive relation between inclusive education by teachers and their students’ social and emotional competencies in the three levels. When the school and classroom levels mean scores for inclusive education by teachers were analysed using multilevel regression modelling, the school organization for inclusive education was significantly related to their students’ social and emotional competencies. Conclusions Inclusive education by teachers could be an effective pedagogical action to develop the students’ social and emotional competencies. Political and school implications are discussed.
中文摘要：背景资料 在教育环境中，社交能力和情感能力对学生的健康发展至关重要。实证研究表明，学生的社交能力和情绪能力有利于学校的成就表现和积极的人际关系。学生的社交能力和情感能力可以在学校通过尊重和支持的情境的影响发展。这些情境主要是由学校教师通过全纳教育产生的。目标 本研究旨在探讨中学义务教育阶段教师的全纳教育与学生社会能力、情绪能力之间的关系。从学校、课堂和个人三个层面考察了这种关系。样本 参与者为294名教师(年龄范围24-64岁，法师 = 43.52，SD = 10.00; 58.8% 女性)和3550名学生(年龄范围11-16岁，法师 = 12.73，SD = 1.05; 48.4% 女性) ，来自40所学校和174个西班牙义务中学教室。方法 这项事后的跨部门和多层次研究是通过自我报告调查进行的。结果 教师的全纳教育与学生的社会能力、情绪能力在三个层面上呈显著正相关。采用多层次回归模型分析教师全纳教育的学校和课堂平均成绩时，全纳教育的学校组织与学生的社会能力和情感能力显著相关。结论 教师的全纳教育是培养学生社会能力和情感能力的有效教学手段。政治和学校的影响进行了讨论。
https://doi.org/10.1016/j.learninstruc.2024.101892
《Phatic expressions influence perceived helpfulness in online peer help-giving: A mixed methods study》
《同伴在线帮助过程中亲属表达对帮助感知的影响: 混合方法研究》
作者：Amos Jeng · Nigel Bosch · Michelle Perry
英文摘要：Abstract Background When struggling students seek academic help in online learning environments, it is important that they perceive the help they receive from others as effective. However, it remains unclear how phatic expressions—comments that are social rather than informative in nature—may help or hinder students who request support for coursework in online settings. Aim This exploratory study investigates how phatic expressions influence the perceived helpfulness of online peer help-giving replies in an asynchronous college course discussion forum. Sample The participants were 320 undergraduate students enrolled in a large introductory statistics course. Methods We used mixed methods to examine how students rated and described the helpfulness of examples of replies to online requests for help, both with and without four types of phatic expressions: greeting/parting tokens, other-oriented comments, self-oriented comments, and neutral comments. Results Students perceived help-giving replies with neutral and self-oriented phatic comments as less helpful than those discussing course content alone. They described these comments as unnecessary and potentially discouraging. In contrast, students perceived help-giving replies with greetings/parting tokens and other-oriented comments as equally helpful as those discussing course content alone. They described these comments as kind and contributing to a sense of connectedness. Conclusions This study is the first to identify the extent to which different types of phatic expressions contribute to or detract from the perceived helpfulness of online peer help-giving interactions. We expect this work to provide valuable insights for educators and researchers seeking to foster productive online learning experiences through effective online help-giving interactions.
中文摘要：背景资料 当学习困难的学生在网上学习环境中寻求学术帮助时，他们认为从别人那里得到的帮助是有效的，这一点很重要。然而，目前尚不清楚，在网络环境中请求支持作业的学生会受到哪些语言的帮助或阻碍(这些语言是社交性的，而不是信息性的)。瞄准 这项探索性研究调查了在一个非同步的大学课程讨论论坛中，汉字表达是如何影响在线同伴帮助回复的感知帮助的。样本 参与者是320名本科生，他们参加了一个大型的统计学入门课程。方法 我们使用混合的方法来考察学生如何评价和描述网上求助回复的例子的有用性，包括有和没有四种形式的表达: 问候/分手符号，他人导向的评论，自我导向的评论和中立的评论。结果 学生认为给予帮助的回答是中性的和自我导向的，比单独讨论课程内容的帮助要少。他们认为这些评论没有必要，而且可能令人沮丧。相比之下，学生认为带有问候/离别标记和其他导向性评论的帮助回复与单独讨论课程内容的回复同样有帮助。他们把这些评论描述为友好的，有助于建立一种联系感。结论 这项研究首次确定了不同类型的亲和表达在多大程度上有助于或有损于在线同伴互助互动的感知帮助。我们希望这项工作能够为教育工作者和研究人员提供有价值的见解，帮助他们通过有效的在线帮助互动来培养有成效的在线学习经验。
https://doi.org/10.1016/j.learninstruc.2024.101893
《(How) do self-concept, interest, and conscientiousness function together in academic motivation? A typological approach developed and replicated in two large-scale samples》
《自我概念、兴趣和尽责性如何共同作用于学习动机？一种类型学方法在两个大规模样本中发展和复制》
作者：Axel Grund · Ineke Pit-Ten Cate · Antoine Fischbach
英文摘要：Abstract Background Following a call for integrative attempts to study academic motivation, we apply a typological approach. Aim To identify and replicate naturally existing combinations of general academic self-concept, school interest, and conscientiousness. Sample Two national representative samples of Luxembourgish 9th grade students (N > 12,000). Method Latent profile analysis (LPA) to identify motivation profiles, as well as BCH method and R3STEP approach to relate profiles to academic adjustment and background variables. Results LPA's revealed six robust motivation profiles, three of which mainly reflect differences in students' general motivation level (i.e., “Highly motivated”, “Lowly motivated”, and “Amotivated” students). In line with the assumption of synergistic motivation processes in expectancy and value, these differences in motivation strength were reflected uniformly in different indicators of academic adjustment (e.g., standardized test scores and school anxiety). However, we also replicated three profiles whose nature and relation to academic adjustment point to compensatory and interference processes of motivation. While “Self-confident” students, who are characterized by a high general academic self-concept only, showed a better academic achievement as would have been expected by their motivation level, “Unconfident” students showed a rather poor academic adjustment, despite a relatively high interest in schooling and a high conscientiousness. In addition, we found some evidence that for “Conscientiously motivated” students, being highly conscientious may compensate for relatively low interest, seemingly at the cost of relatively high school anxiety. Conclusion Our typological approach complements previous variable- and person-oriented research on the interplay between expectancy beliefs, value beliefs, and conscientiousness.
中文摘要：背景资料 在综合研究学习动机的呼吁下，我们采用了类型学的研究方法。瞄准 识别和复制一般学术自我概念、学校兴趣和尽责性的自然存在的组合。样本 卢森堡九年级学生两个国家代表性样本(N > 12,000)。方法 潜在个人资料分析(LPA)用于识别动机个人资料，BCH 方法和 R3STEP 方法用于将个人资料与学业调整和背景变量联系起来。结果 LPA 发现了六个强有力的动机概况，其中三个主要反映了学生一般动机水平的差异(即“高动机”、“低动机”和“主动性”学生)。根据期望值和价值的协同动机过程的假设，这些动机强度的差异在不同的学业调整指标(例如考试分数和学校焦虑)中均有反映。然而，我们也复制了三个侧写，它们的性质和与学业调整的关系指向动机的补偿和干扰过程。虽然「自信」拥有属性的学生只具备较高的一般学业自我概念，他们的学业成绩与他们的动机水平所预期的相若，但「不自信」学生的学业适应能力却相当差，尽管他们对学业的兴趣相对较高，尽责性亦较高。此外，我们还发现一些证据表明，对于“有良心动机”的学生来说，高度的良心可以弥补相对较低的兴趣，似乎是以相对较高的学校焦虑为代价的。结论 我们的类型学方法补充了之前关于预期信念、价值信念和尽责性之间相互作用的变量和人本研究。
https://doi.org/10.1016/j.learninstruc.2023.101868
《Academic risk taking and teaching quality in higher education》
《高等教育学术风险承担与教学质量》
作者：Vanessa Hübner · Maximilian Pfost
英文摘要：Abstract Background Academic risk taking (ART) is a type of learning-beneficial student engagement with a risk of making errors. Students for example respond to questions during seminars, even though they are not sure about the correctness of their answer. Next to a trait-component, ART is assumed to have a state component which can change depending on the context. Aims In this study, we explore whether students' ART differs by seminar belonging, and whether teaching quality explains these differences. Additionally, we consider the association between students’ goal orientation and ART. Sample For this purpose, a sample of 381 university students nested in 38 seminars and instructors was acquired. Methods Data was analyzed following a two-level structural equation modeling approach. Results We find significant differences in students’ ART by seminar group, explaining between 11.0% and 16.3% of variance. Reproduction orientation in teaching seems to discourage ART. Conclusions Our results contribute to an understanding of the multidimensional dynamics of teaching and learning, and offer implications for teaching quality development.
中文摘要：背景资料 学术风险承担(ART)是一种有利于学习的学生参与，有犯错误的风险。例如，学生在研讨会上回答问题，即使他们不确定他们的答案是否正确。在特征组件旁边，ART 被假定有一个状态组件，它可以根据上下文变化。目标 在本研究中，我们探讨学生的 ART 是否因为研讨会的归属感而有所不同，以及教学质量是否可以解释这些差异。此外，我们还考虑了学生的目的导向与抗逆转录病毒疗法之间的关系。样本 为此，我们抽取了381名大学生作为样本，分别在38个研讨会和讲师中进行调查。方法 数据分析采用两级结构方程建模方法。结果 研讨组学生的抗逆转录病毒治疗有显著差异，解释变异率在11.0% 和16.3% 之间。教学中的生殖取向似乎阻碍了辅助生殖技术的发展。结论 我们的研究结果有助于理解教学和学习的多维动态，并为教学质量的发展提供启示。
https://doi.org/10.1016/j.learninstruc.2024.101877
《Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?》
《自我调节学习和智力心态的概况是否与学生的自我调节学习和成绩有关？》
作者：Silke Hertel · Katharina Reschke · Yves Karlen
英文摘要：Abstract Background Research emphasizes the relevance of mindsets for SRL and academic achievement. Aims This paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students’ SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. Sample Participants were Ntotal = 633 university students, with NStudy1 = 254, NStudy2 = 187, and NStudy3 = 192. Methods LPAs were run to identify mindset profiles, and Mplus’ auxiliary (BCH) function was applied to examine mean differences across profiles. Results All three studies identified the mindset profiles “Entity-Theory”, “Balanced-Theory”, and “SRL-Theory”. The analyses revealed an SRL-Theory advantage regarding SRL, study-related beliefs, and academic achievement. Conclusions These are the first studies to explore mindset profiles based on mindsets about SRL and intelligence. The identified mindset-based meaning systems provide diagnostic information for teaching and tailored interventions and stimulate the advancement of SRL and mindset theories.
中文摘要：背景资料 研究强调心态与学习成绩的相关性。目标 本文报告了三项研究，旨在发现心态的概况关于 SRL 和智力，检查他们与学生的 SRL，学习相关的信念和学业成绩的关系，并重复横跨样本的发现。样本 参与者为 Ntotal = 633名大学生，NStudy 1 = 254，NStudy 2 = 187，NStudy 3 = 192。方法 运行 LPA 以识别心态概况，并应用 Mplus 辅助(BCH)函数检查概况之间的平均差异。结果 这三项研究确定了心态概况“实体理论”、“平衡理论”和“ SRL 理论”。这些分析揭示了 SRL 理论在 SRL、学习相关信念和学业成绩方面的优势。结论 这些研究是首次探索基于 SRL 和智力心态的心态概况。已确定的以心态为基础的意义系统为教学提供诊断信息和量身定制的干预措施，并促进了 SRL 和心态理论的发展。
https://doi.org/10.1016/j.learninstruc.2023.101850
《Tracking children’s handwriting learning process using EEG: A system development and validation》
《基于 EEG 的儿童笔迹学习过程跟踪系统开发与验证》
作者：Eky Loh · Leisi Pei · Yan Ting Lam · Sze Wan Li · Guang Ouyang
英文摘要：Abstract Background Handwriting is a fundamental component of school education, especially in the early phases. It is thus important to develop a scientific approach to refining the cost-efficiency of handwriting learning in young children. Aims In this study, we proposed that an integration of behavioral and neural data tracking during the real-time process of handwriting learning can reveal the learning process and thus inform the design of handwriting training. The main rationale is that the two complementary information channels can reveal the dynamic learning curve during repetitive practices. Sample Participants were 50 typically developing schoolchildren (aged 6–7) who had limited orthographical knowledge of Chinese characters and handwriting training. Methods Synchronized EEG and handwriting kinematics data were collected when participants were performing a Chinese character copying task. Six unfamiliar Chinese characters at three different complexity levels were selected, and the participants copied each character repetitively for 15 times. The representative behavioral and neural features related to handwriting fluency were quantified, including writing duration, velocity, and event-related potentials (ERPs) extracted from the copying process of each character. By applying linear mixed models (LMMs), we found significant behavioral improvement and neural adaptation effect across the repetitive copying practices; and the observed behavioral and neural effects showed a systematic pattern of dependence on character complexity. Conclusions These findings validated the cognitive association of the non-invasively collected neural signals, demonstrated the feasibility of combing behavioral and neural signals to track the process of children's handwriting learning, and informed the design of handwriting training programs.
中文摘要：背景资料 笔迹是学校教育的基本组成部分，特别是在早期阶段。因此，必须制定一种科学的方法来提高幼儿书法学习的成本效益。目标 在本研究中，我们提出在笔迹学习的实时过程中结合行为和神经数据的跟踪，可以揭示学习过程，从而为笔迹训练的设计提供依据。主要的理论依据是两个互补的信息通道可以揭示重复练习过程中的动态学习曲线。样本 研究对象为50名年龄在6-7岁的典型发育期学童，他们的汉字正字法知识有限，并接受过书写训练。方法 当参与者进行汉字复制任务时，收集同步的脑电图和手写运动学数据。选择了六个不同复杂程度的陌生汉字，每个汉字重复复制15次。量化了与书写流畅性相关的代表性行为特征和神经特征，包括书写持续时间、速度和从每个字符的复制过程中提取的事件相关电位(ERP)。通过应用线性混合模型(LMM) ，我们发现重复复制行为具有显著的行为改善和神经适应效应，观察到的行为效应和神经效应表现出对性格复杂性的系统依赖模式。结论 这些发现验证了非侵入性采集的神经信号的认知联系，证明了将行为信号和神经信号结合起来跟踪儿童书写学习过程的可行性，并为设计书写训练程序提供了依据。
https://doi.org/10.1016/j.learninstruc.2023.101870
《Classroom emotions in civic education: A multilevel approach to antecedents and effects》
《公民教育中的课堂情感: 前因与后果的多层次分析》
作者：Elisabeth Graf · Lisa Stempfer · Krista R. Muis · Thomas Goetz
英文摘要：Abstract Background Classroom emotions are major predictors of student learning and academic outcomes. Emotions might be of particular significance in civic education, where oftentimes highly controversial and heated debates take place. Aims We aimed to examine antecedents and effects of emotions in civic education through the lens of the control-value theory. Specifically, we investigated the classroom climate during discussions of political and social issues as an antecedent of students’ enjoyment, shame, anxiety, and boredom, in addition to a possible mediation effect of these emotions on political knowledge and participation as core outcomes in this domain. Sample Participants were 1162 students from vocational schools (grades 10–13). Methods Multilevel structural equation modeling was used for the analysis. Results We found a positive relation between an open classroom climate and enjoyment and negative relations with anxiety and boredom. No support was provided for the relation to shame. Enjoyment related positively, and all negative emotions (shame, anxiety, boredom) negatively to achievement on the knowledge test. All activating emotions (enjoyment, shame, anxiety) related positively to intended political participation. Furthermore, enjoyment mediated the association between classroom climate and intended political participation at the student level. Conclusions This study strongly supports the theoretical assumptions of the control-value theory. Pedagogically, the results imply that fostering a classroom context that is open to diverse opinions can prevent the experience of negative emotions and increase students’ experience of enjoyment.
中文摘要：背景资料 课堂情绪是学生学习和学业成绩的主要预测因素。情感在公民教育中可能具有特别重要的意义，在公民教育中经常发生激烈的争论。目标 本研究旨在透过控制价值理论的视角，探讨公民教育中情绪的成因与影响。具体而言，我们调查了政治和社会问题讨论期间的课堂气氛，作为学生享受，羞耻，焦虑和无聊的先决条件，以及这些情绪对政治知识和参与的可能的中介效应作为这一领域的核心结果。样本 参与者是来自职业学校(10-13年级)的1162名学生。方法 采用多层次结构方程模型进行分析。结果 我们发现开放式课堂气氛与愉悦之间存在正相关关系，而与焦虑和厌倦之间存在负相关关系。对羞耻感的关系没有提供任何支持。在知识测验中，乐趣与成绩呈正相关，所有负面情绪(羞耻、焦虑、厌倦)与成绩呈负相关。所有激活情绪(享受、羞耻、焦虑)都与有意的政治参与呈正相关。此外，快乐在课堂气氛和学生的政治参与意愿之间起到了中介作用。结论 本研究有力地支持了控制值理论的理论假设。从教学角度来看，这一结果意味着培养一种对不同观点持开放态度的课堂环境，可以防止学生产生负面情绪，增加学生的愉悦体验。
https://doi.org/10.1016/j.learninstruc.2023.101869
《Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space》
《英语教学中数学课堂交互能力: 以技术为媒介的跨语言空间的创造》
作者：Kevin W. H. Tai
英文摘要：Abstract Background Second language classroom research has explored how teachers demonstrate their classroom interactional competence (CIC). CIC focuses on teachers’ ability to use appropriate language to mediate students’ learning and promote learning opportunities. Research on translanguaging has highlighted how teachers and students mobilise diverse multilingual, multimodal and spatial repertoires to collectively construct meaning in classroom interactions. Aims and samples Based on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary mathematics classroom, this paper adopts a case study approach in order to examine how the teacher’s use of iPad expands his choice for using different multimodal repertoire to mediate and assist students’ learning of academic language and mathematical knowledge. Methods Multimodal Conversation Analysis is deployed to analyse the classroom interaction data and it is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. Results It is evident in the findings that the construction of a technology-mediated space displays the English- Medium-Instruction teacher’s CIC, harnessing the available semiotic repertoires afforded by the iPad in order to achieve his pedagogical goals. Conclusions I argue that the notion of CIC can be conceptualised through adopting translanguaging as an analytical perspective, which highlights the teacher’s ability in orchestrating technological affordances for creating an interactional space for student learning. Such a conceptualisation reinforces the need for teachers to draw on a wide range of available multilingual, multimodal, and technological repertoire to create a learning environment conductive to interaction and academic and language learning in English-Medium-Instruction classroom.
中文摘要：背景资料 第二语言课堂研究探讨了教师如何展示他们的课堂交互能力(CIC)。CIC 注重教师运用适当语言调解学生学习和促进学习机会的能力。跨语言研究突出了教师和学生如何在课堂互动中动员多种语言、多模式和空间技能共同构建意义。目标和样本 本文以香港中学英语教学中数学课堂的一个较大型的语言人种学项目为基础，采用个案研究的方法，探讨教师如何利用 iPad 扩展其选择范围，使用不同的多模式曲目来调解和协助学生学习学术语言和数学知识。方法 多模态会话分析被用来分析课堂互动数据，它被三角形的视频刺激-回忆访谈分析使用解释现象学分析。结果 研究结果表明，技术中介空间的构建显示了英语中级教学老师的 CIC，利用 iPad 提供的可用符号库来实现他的教学目标。结论 我认为，CIC 的概念可以通过采用跨语言作为一个分析的视角来概念化，这突出了教师的能力，在协调技术支持创建一个学生学习的互动空间。这个概念加强了教师利用多种语文、多模式及科技的需要，在 English-Medium-Instruction 课堂上创造一个有利互动、学术及语文学习的学习环境。
https://doi.org/10.1016/j.learninstruc.2023.101849
《Double disadvantage: Female first-generation-students think of themselves as least talented, contributing to disproportionate disadvantage》
《双重劣势: 第一代女学生认为自己天赋最差，导致不成比例的劣势》
作者：Christina A. Bauer · Veronika Job
英文摘要：Abstract Background Female and first-generation students have been shown to be socialized to think of themselves as less intellectually talented as compared to male and continuing-generation-students with similar performance-levels. With talent commonly seen as crucial, such biases in self-concepts can impair students’ motivation. Aims Taking an intersectional approach, we investigate implications for female first-generation-students. Method We conducted two pre-registered studies with 1600 university students from Germany (Study 1) and the US (Study 2), assessing individuals’ first-generation status, talent self-concept, academic experience, as well as the extent to which they chose to engage in intellectually challenging exercises. Results Study 1 (N = 1210) shows female first-generation-students think of themselves as least talented as compared to all other subgroups (female and male continuing-generation- and male first-generation-students). Study 2 (N = 390) shows that this bias in students’ self-concept leads female first-generation-students to experience higher degrees of academic worries and to be less likely to engage in intellectual challenges than any other group. Conclusion Present environments seem to lead female first-generation-students to see themselves as less talented than any other subgroup, disproportionately impeding their academic experience and engagement in challenging opportunities.
中文摘要：背景资料 女性和第一代学生被证明是社会化的，他们认为自己的智力天赋不如男性和持续一代学生，他们的成绩水平相似。由于人们普遍认为天赋至关重要，这种自我概念上的偏差会削弱学生的学习动机。目标 采用交叉口研究的方法，我们调查了第一代女学生的心理暗示。方法 我们对来自德国(研究1)和美国(研究2)的1600名大学生进行了两项预先注册的研究，评估个人的第一代地位，天赋自我概念，学术经验，以及他们选择参与智力挑战性练习的程度。结果 研究1(N = 1210)显示，与所有其他亚组(女性和男性连续一代以及男性第一代学生)相比，女性第一代学生认为自己的天赋最差。研究2(N = 390)表明，学生自我概念的这种偏差导致第一代女生经历更高程度的学业担忧，并且比其他任何群体更不可能参与智力挑战。结论 目前的环境似乎导致第一代女学生认为自己的才能不如其他任何亚群体，不成比例地阻碍了她们的学术经验和参与挑战机会。
https://doi.org/10.1016/j.learninstruc.2023.101865
《Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors》
《学生感知的社会情感能力: 自主支持的作用以及与幸福感、社会情感技能和行为的联系》
作者：Rebecca J. Collie · Andrew J. Martin · Lauren Renshaw · Kate Caldecott-Davis
英文摘要：Abstract Background The salience of perceived academic competence has been long understood in educational research. Research is now revealing the salience of perceived social-emotional competence (perceived-SEC; i.e., the sense of being capable in one's social-emotional interactions). However, more research is needed to extend understanding of factors associated with perceived-SEC. Aims Guided by the Social and Emotional Competence School Model, we investigated students' perceived-SEC. We examined the extent to which students' perceptions of autonomy-supportive teaching are linked with perceived-SEC and, in turn, students’ well-being (student-reported positive and negative affect), social-emotional skills (parent-reported cognitive reappraisal and self-reflection), and behavioral outcomes (parent-reported prosocial behavior and conduct problems). Sample The sample comprised 501 Australian students (and their parents/carers). Methods Using bifactor exploratory structural equation modelling, five dimensions of perceived-SEC (for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness) were examined via a global factor and as specific factors. Then, structural equation modelling was used to examine associations among all variables. Results Perceived autonomy-support was associated with global perceived-SEC. In turn, global perceived-SEC was associated with all outcomes. Three specific perceived-SEC factors also had unique associations with outcomes (beyond the role of the global factor): perceived competence for tolerance (linked with the two behaviors), emotional regulation (linked with negative affect and the two social-emotional skills), and emotional awareness (linked with self-reflection). Conclusions Findings yield knowledge about perceived-SEC and hold implications for understanding and supporting students’ well-being, social-emotional skills, and behavioral outcomes.
中文摘要：背景资料 知觉学术能力的显著性在教育研究中早已被理解。研究现在揭示了感知的社会情感能力的显著性(感知的 SEC; 也就是在一个人的社会情感互动中的能力感)。然而，还需要更多的研究来扩大对感知证券交易委员会相关因素的理解。目标 在社会能力和情绪能力学校模型的指导下，我们调查了学生的感知-SEC。我们研究了学生对自主性支持教学的认知在多大程度上与感知的证券交易委员会有关，反过来，学生的幸福感(学生报告的积极和消极影响) ，社会情绪技能(家长报告的认知重新评估和自我反思)和行为结果(家长报告的 panhandlers 和行为问题)。样本 样本包括501名澳洲学生(及其家长/照顾者)。方法 采用双因子探索性结构方程模型，通过全局因素和具体因素考察了自信、宽容、社会调节、情绪调节和情绪意识五个维度的感知 SEC。然后，使用结构方程模型来检验所有变量之间的关联。结果 感知自主支持与全球感知证券交易委员会相关。反过来，全球感知证券交易委员会与所有结果相关。三个特定的感知 SEC 因素也与结果(超出全球因素的作用)有独特的关联: 感知容忍能力(与两种行为相关) ，情绪调节(与负面情绪和两种社会情绪技能相关)和情绪意识(与自我反思相关)。结论 研究结果产生知觉-SEC 的知识，并持有暗示的理解和支持学生的福祉，社会情绪技能和行为结果。
https://doi.org/10.1016/j.learninstruc.2023.101866
《Enhancing learning with a two-page study manual》
《用两页的学习手册加强学习》
作者：Andreas Jemstedt
英文摘要：Abstract Background When university students guide their own learning, how much they learn depends on how well they can manage their learning efforts. An important component of self-regulated learning is knowledge about effective learning techniques and how to use them. Aims This study investigates if a two-page study manual describing how to use effective learning techniques can enhance learning outcomes. Sample Eighty-seven undergraduate psychology students at Stockholm University. Methods Participants were randomized to receive the study manual (manual group) or not (control group) at the beginning of a semester. Grades from three of the semester's courses and responses to post-exam questionnaires were used to evaluate the effect of the manual. Results The manual group had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) on the three consecutive courses. Bayesian mixed-effects logistic regressions estimated that an average student in the manual group, taking an average course, had a median increase of 12%-points (95% CI [1%, 38%]) in the probability of passing the exam and 24%-points (95 % CI [1%, 55%]) to get a high grade, compared to the control group. Questionnaire responses indicate that the manual increased students' use of effective learning techniques. Conclusions The study shows that self-regulated learning and learning outcomes can be improved with a short and cost-effective study manual describing how to use effective learning techniques.
中文摘要：背景资料 当大学生引导他们自己的学习时，他们学习多少取决于他们如何管理他们的学习努力。自我调节学习的一个重要组成部分是关于有效学习技巧和如何使用它们的知识。目标 这项研究调查是否一个两页的研究手册描述如何使用有效的学习技术可以提高学习成果。样本 八十七名心理学本科生在斯德哥尔摩大学。方法 参与者被随机分配到学期开始时接受研究手册(手册组)或不接受手册(对照组)。采用三个学期课程的成绩和考后问卷调查的结果来评估手册的效果。结果 手册组有较高的概率通过考试(10-20%-分)和获得高分(16-24%-分)在三个连续的课程。贝叶斯混合效应逻辑回归估计，参加平均课程的手册组中的一般学生通过考试的概率中位数增加12% (95% CI [1% ，38% ])和24% (95% CI [1% ，55% ])获得高分，与对照组相比。问卷调查表明，手册增加了学生使用有效的学习技巧。结论 这项研究表明，可以通过一份简短和具有成本效益的学习手册来说明如何使用有效的学习技术来改善自我调节的学习和学习成果。
https://doi.org/10.1016/j.learninstruc.2023.101852
《Learning from academic video with subtitles: When foreign language proficiency matters》
《从带字幕的学术视频中学习: 当外语水平很重要的时候》
作者：Maria Pannatier · Mireille Béntrancourt
英文摘要：Abstract Background Previous multimedia research suggests that learning from an academic video in a foreign language may represent a boundary condition for the redundancy principle, such that subtitles assist learning, especially for low-proficiency learners. Aim The effects of the subtitle language and the learners’ foreign language proficiency level plus any interaction between the two on learning from a subtitled video were examined. Sample and methods In an online study, 131 francophone students allocated to three English proficiency levels studied a video lecture under three conditions: subtitles in English (same as audio), subtitles in French or no subtitles (control). They were then asked to provide subjective ratings (cognitive load and interest) and perform comprehension tasks. Results Neither a main effect of the condition nor interactions were found on any measure. However, there was a main effect of language proficiency on inference and transfer outcomes as well as on extraneous cognitive load. Conclusion The findings did not provide evidence for any effect of subtitles in the same or native language, but confirm the leading role of foreign language proficiency in content learning from video in a foreign language.
中文摘要：背景资料 以往的多媒体研究表明，从外语学术视频中学习可能代表了冗余原则的一个边界条件，因此字幕有助于学习，特别是对于低水平的学习者。瞄准 研究了字幕语言和学习者的外语水平以及两者之间的任何交互作用对字幕视频学习的影响。样本及方法 在一项在线研究中，131名被分配到三个英语水平的法语学生在三个条件下学习了一个视频讲座: 英语字幕(与音频相同) ，法语字幕或没有字幕(对照)。然后他们被要求提供主观评价(认知负荷和兴趣)和执行理解任务。结果 在任何测量中都没有发现条件的主要影响或相互作用。然而，语言水平对推理和迁移结果以及外部认知负荷有主要影响。结论 研究结果没有提供任何证据，字幕的影响相同或母语，但证实了外语水平的主导作用的内容学习视频在外语。
https://doi.org/10.1016/j.learninstruc.2023.101863
《CLIL effects on academic self-concepts: Positive effects in English but detrimental effects in math?》
《CLIL 对学业自我概念的影响: 英语中的积极影响而数学中的消极影响？》
作者：Marlene Wunberg · Jürgen Baumert · Maja Feddermann · Julian F. Lohmann · Jens Møller
英文摘要：Structured Abstract Background Content and Language Integrated Learning (CLIL) is considered a promising approach to enhancing foreign language skills and motivation. However, its impact on students' academic self-concepts remains largely unclear. Aims This study aimed to investigate whether CLIL positively affects students' English self-concepts but harms their math self-concepts in Grade 8 after two years of CLIL participation. Furthermore, the study intended to control for and disentangle selection and preparation effects caused by selective access and increased English instruction before the start of CLIL, as neglecting a priori differences between CLIL and non-CLIL students has led to overestimating CLIL effects in the past. Sample Participants were 5963 academic-track school students. Methods Propensity score matching was applied to control for selection effects. Structural equation modeling was used to estimate CLIL effects on English and math self-concepts. The inclusion of control variables allowed for accounting for preparation effects. Results CLIL students had significantly higher English self-concepts than non-CLIL students, which could be explained by selection and preparation effects. However, attending CLIL helped to maintain the advantage over non-CLIL students over the first two years of CLIL participation. CLIL had no detrimental effects on students' math self-concepts but left them unaffected. Conclusions The study contributes to a deeper understanding of the effects of CLIL on students' self-concepts in different subjects. Furthermore, the results highlight the importance of accounting for both selection and preparation effects in future CLIL studies to obtain unbiased CLIL effect estimates.
中文摘要：结构化 背景资料 内容与语言综合学习(CLIL)被认为是提高外语技能和学习动机的有效途径。然而，它对学生学业自我概念的影响在很大程度上还不清楚。目标 本研究旨在调查八年级学生在参与 CLIL 两年后，CLIL 是否对他们的英语自我概念产生正向影响，而对他们的数学自我概念产生负向影响。此外，该研究旨在控制和解决 CLIL 开始前选择性访问和增加英语教学引起的选择和准备效应，因为忽视 CLIL 和非 CLIL 学生之间的先验差异导致过去高估 CLIL 效应。样本 研究对象为5963名学业成绩优异的学校学生。方法 倾向评分匹配被用来控制选择效应。结构方程模型用于评估 CLIL 对英语和数学自我概念的影响。包括控制变量，允许考虑制剂的影响。结果 CLIL 学生的英语自我概念显著高于非 CLIL 学生，这可以通过选择和准备效应来解释。然而，参加 CLIL 有助于在参加 CLIL 的头两年保持相对于非 CLIL 学生的优势。CLIL 对学生的数学自我概念没有不良影响，但没有影响学生的数学自我概念。结论 本研究有助于深入了解 CLIL 对不同学科学生自我概念的影响。此外，结果强调了在未来 CLIL 研究中考虑选择和准备效应以获得无偏 CLIL 效应估计的重要性。
https://doi.org/10.1016/j.learninstruc.2024.101923
《Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints》
《学术之外: 从瑞典学校的教学实践到学生的成就和心理健康投诉的链接》
作者：Cristian Bortes · Joanna Giota
英文摘要：Abstract Background Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. Aims This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). Sample The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. Methods Employing structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. Results Teacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. Conclusions The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.
中文摘要：背景资料 尽管对教学实践和学习结果之间的关系进行了广泛的研究，但对于它们与学生心理健康的潜在联系的关注有限。目标 本研究探讨以教师为中心、以学生为中心、以学生为主导的三种教学实践类型与学生心理健康问题及学业成绩之间的关系。它进一步探讨了基于学生社会经济地位(SES)的这些关联的差异。样本 分析对象包括瑞典综合学校系统中的4573名9年级学生(年龄在15-16岁之间)。方法 利用结构方程模型技术，我们分析了一个数据集，其中包括学生的认知测试成绩，他们对课堂过程的看法，自我报告的心理健康投诉，以及教师分配的年级和父母教育的注册数据。结果 以教师为中心的实践活动与学术成就呈正相关，但与心理健康投诉缺乏强有力的联系。相反，以学生为中心的实践与学术成就正相关，并与较低的心理健康投诉频率相关。然而，学生主导的实践表明，与心理健康和学业成绩的关系都很差。基于学生社会背景的有限差异揭示了社会经济地位低的学生和社会经济地位高的学生之间只有两种不同的联系: 以教师为中心的教学显示了社会经济地位低的学生更强的学业成就联系，而以学生为主导的教学与社会经济地位低的学生的心理健康有更多的不利。结论 研究结果肯定了以教师和学生为中心的教学实践对学业成绩的好处，同时警告不要过度自我指导教学。重要的是，这项研究强调了教学方法在塑造学习成果和学生心理健康方面的作用。
https://doi.org/10.1016/j.learninstruc.2024.101937
《Strengthening collaborative learning in secondary school: Development and evaluation of a lesson-integrated training approach for transactive communication》
《加强中学合作学习: 发展及评估「课堂整合」的交互式沟通训练方法》
作者：Susanne Jurkowski · Lukas Mundelsee · Martin Hänze
英文摘要：Abstract Background Transactive communication in collaborative learning environments occurs when students refer to their learning partners' ideas, build on them, and transform them into more elaborate ideas. This learning activity is essential for students to be able to benefit from collaboration, but they need scaffolding to produce transactive statements. From the teachers’ perspective, this intervention should take little effort. Aims We developed and evaluated a lesson-integrated training in transactive communication for secondary school students, including instructions, exercises, and feedback on transactive communication, materials and tasks on curriculum-related content, and working with various cooperative learning methods. Sample In a quasi-experimental pre-test post-test design, 594 ninth-grade students in 23 classes received training in transactive communication or presentation skills. A complete set of data exists for a parallelized sample of 82 students in each condition. Methods At both points of measurement, students worked in dyads, and their communication was audiotaped, transcribed, and their transactive statements and non-transactive, content-related externalizations were coded. Furthermore, students completed knowledge tests about the topic of partner work and reported on their experiences with collaboration and motivation for group work (trait). Results Analyses revealed positive effects of the training in transactivity on transactive statements and experiences with collaboration. Students with the training in transactive communication also produced more externalizations. However, no differences were found for students’ knowledge acquisition and motivation for group work. Conclusion The training in transactive communication was effective for the collaborative working process, but transfer effects need to be further investigated.
中文摘要：背景资料 在合作学习环境中，当学生参考他们学习伙伴的想法，在这些想法的基础上进行交互式沟通，并将它们转化为更精细的想法时，交互式沟通就发生了。这种学习活动对于学生能够从合作中获益是必不可少的，但是他们需要支架来产生交互式陈述。从教师的角度来看，这种干预应该不费吹灰之力。目标 我们为中学生开发和评估了一项交互式沟通的课程整合培训，包括交互式沟通的指导、练习和反馈、课程相关内容的材料和任务，以及使用各种合作学习方法。样本 在一个准实验前测试后测试设计中，23个班级的594名九年级学生接受了交互式沟通或表达技巧的培训。对于每种情况下的82名学生的平行样本，存在一套完整的数据。方法 在这两个测量点，学生工作在二元体，他们的交流被录音，转录，他们的交易陈述和非交易，内容相关的外化被编码。此外，学生完成了关于合作伙伴工作主题的知识测试，并报告了他们的合作经验和团队工作的动机(特质)。结果 分析揭示了交易性训练对交易性陈述和合作经验的积极影响。受过交互式沟通训练的学生也产生了更多的外化。然而，学生的知识习得与小组工作动机并无显著差异。结论 交互式沟通训练对协同工作过程有效，但传递效应有待进一步研究。
https://doi.org/10.1016/j.learninstruc.2024.101934
《Really? It depends! How authentic learning material affects involvement with personal stories of the past》
《真的吗? 那要看情况了! 真实的学习材料如何影响参与过去的个人故事》
作者：Lisa Zachrich · Wolfgang Wagner · Christiane Bertram · Ulrich Trautwein
英文摘要：Structured Abstract Background Authentic learning is believed to possess qualities that boost student motivation and learning. However, prior studies have not consistently found the assumed positive effects of authentic learning, thus highlighting the need to better understand the underlying learning processes. Aims We examined effects of authentic learning material on learners’ involvement and different facets of the perceived authenticity of the material. Sample Participants were 336 adults. Methods We conducted an experimental online study with three conditions varying in the framing of their authenticity. We presented videos in which people talked about their experiences in war and daily life in the past, and we labeled these clips eyewitness accounts, eyewitness accounts played by actors, or reconstructed accounts played by actors. Participants were randomly assigned. Results Results indicated that treatment condition particularly affected participants' emotional involvement with the story and that, in particular, one facet of perceived authenticity (Vividness of History) predicted learners’ involvement. Conclusions The study adds to the research field of authentic learning in general, and learning with personal stories of the past in particular, by addressing involvement processes and examining different facets of perceived authenticity.
中文摘要：结构化 背景资料 真实学习被认为具有促进学生学习动机和学习的素质。然而，先前的研究并没有一致地发现真实学习的假定的积极影响，因此强调需要更好地理解潜在的学习过程。目标 我们研究了真实学习材料对学习者参与的影响以及材料真实性的不同方面。样本 参与者是336名成年人。方法 我们进行了一项实验性的在线研究，其中有三个条件在其真实性的框架上有所不同。我们播放了人们谈论过去战争和日常生活经历的视频，我们给这些视频片段贴上标签: 目击者的描述，演员扮演的目击者的描述，或者演员扮演的重建的描述。参与者被随机分配。结果 结果表明，治疗条件特别影响参与者对故事的情感投入，特别是感知真实性的一个方面(历史的生动性)预测了学习者的投入。结论 这项研究增加了真实性学习的研究领域，特别是与过去的个人故事学习，通过解决参与过程和检查感知真实性的不同方面。
https://doi.org/10.1016/j.learninstruc.2024.101921
《Improving (meta)comprehension: Feedback and self-assessment》
《提高(元)理解: 反馈和自我评估》
作者：Stephanie L. Hepner · Sophie Oudman · Trevor E. Carlson · Janneke van de Pol · Tamara van Gog
英文摘要：Abstract Background Monitoring is important for self-regulated learning from text, but is often inaccurate. Completing causal diagrams after reading texts has been shown to improve monitoring accuracy. Aims We investigated whether providing one or two model answer diagrams and self-assessment instructions would improve learners' monitoring accuracy, regulation accuracy, and text comprehension. Because little is known about how accurately learners who are reading in a language other than their home language monitor their comprehension, we also explored whether effects differed between readers who have English or another language as their home language. Sample Participants were 258 secondary school students at international schools in Singapore and Spain; 103 spoke a language other than English at home. Methods Participants read 4 texts, completed diagrams on these texts, monitored comprehension, took a first comprehension test, self-assessed their diagram under one of 6 conditions resulting from a 3 (model answer: 0, 1, 2) x 2 (self-assessment instructions: yes, no) design, made restudy decisions, made monitoring judgments, and completed a final comprehension test. Results Comprehension benefitted most when learners had access to two model answers. There were no effects of model answers or self-assessment instructions on monitoring accuracy. Regulation accuracy improved with model answers combined with self-assessment instructions. There was no differential effect of home language. Conclusions This study supports prior research showing the benefit of model answer diagrams on comprehension. Yet, improvements in regulation accuracy suggest that model answers combined with self-assessment instructions support more effective self-regulated learning behaviors.
中文摘要：背景资料 监控对于自我调节的文本学习很重要，但往往是不准确的。在阅读文本后完成因果图表已被证明可以提高监测的准确性。目标 我们调查了提供一个或两个模型答案图和自我评估指导是否会提高学习者的监控准确性，规则准确性和文本理解。因为对于使用母语以外的语言阅读的学习者如何准确地监控他们的理解力知之甚少，我们还探讨了使用英语或另一种语言作为母语的读者之间的效果是否有所不同。样本 参与者是新加坡和西班牙国际学校的258名中学生，其中103人在家里说的是英语以外的语言。方法 参与者阅读4篇文章，完成这些文章的图表，监测理解，进行第一次理解测试，在6个条件中的一个下自我评估他们的图表，这6个条件来自3(模型答案: 0,1,2) x 2(自我评估指示: 是，否)设计，做出再学习决定，做出监测判断，并完成最终理解测试。结果 当学习者能够获得两个范例答案时，理解效果最好。模型回答和自我评估指导对监测准确性没有影响。模型回答结合自我评估指令提高了调节精度。家庭语言无显著差异。结论 本研究支持先前的研究，显示模型答案图对理解的好处。然而，调节准确性的提高表明，模型答案结合自我评估指令支持更有效的自我调节学习行为。
https://doi.org/10.1016/j.learninstruc.2024.101922
《Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German》
《形成反馈对英语议论文写作的影响及其对德语的跨语言迁移》
作者：Katrin Peltzer · Alina Lira Lorca · Ulrike-Marie Krause · Vera Busse
英文摘要：Abstract Background Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear. Method We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires. Results ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback. Conclusion Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.
中文摘要：背景资料 议论文写作对学生来说是一项至关重要但具有挑战性的能力。过程导向教学与形成性反馈有利于写作，但基于标准和范例的反馈与文本评论的效果仍不清楚。方法 本研究以294名英语作为外语的中学生为被试，采用随机对照的干预研究方法，考察形成性反馈对议论文写作和体裁知识的影响，以及跨语言迁移对德语的影响。反馈是在我们为这个项目开发的一个议论文写作学习单元中实施的。将实验组(EG1: 标题 + 范例; EG2: 内文评论; EG3: 标题 + 范例和内文评论)与两个对照组(CG1: 没有额外反馈的学习单元; CG2: 不干预)进行比较。我们评估了写作质量(前期，后期和后续测试: 1122篇英文文章; 前期和后期测试: 588篇德文文章)和体裁知识; 通过问卷调查测量反馈感知。结果 方差分析结果显示，英语写作质量显著提高的 EGs 和 CG1，并取得了显着的进展，在体裁知识。EG1大幅上涨。结果在很大程度上维持了下来。回归分析显示 EGs 和 CG1的英语学习进度是 T2阶段德语写作质量的重要预测指标。学生对反馈的知觉没有显著的组别差异。结论 我们的研究结果表明，基于标准和范例的反馈，可以很容易地在大班实施，促进写作和体裁知识，并被学生认为是有帮助的。
https://doi.org/10.1016/j.learninstruc.2024.101935
《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
《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
《Exploring the roles of academic, personal, and cultural demands and resources in immigrant students' motivation, engagement, and achievement》
《探索学术、个人和文化需求和资源在移民学生的动机、参与和成就中的作用》
作者：Andrew J. Martin · Rebecca J. Collie · Lars‐Erik Malmberg
英文摘要：Abstract Background The present investigation applied the academic and cultural demands-resources (ACD-R) framework to better understand the academic development of immigrant high school students. Aims Analyses sought to test the hypothesized contribution of academic demands (e.g., learning-disrupted teaching) and resources (e.g., autonomy-supportive teaching), personal demands (e.g., fear of failure) and resources (e.g., adaptability), and cultural demands (e.g., discrimination) and resources (e.g., cultural confidence) in predicting motivation (self-efficacy, valuing)—and, in turn, the extent to which motivation predicted academic outcomes in the forms of engagement (persistence, non-attendance) and performance (achievement). Sample Drawing on PISA (2018) data, the sample comprised 4886 immigrant students: 3329 from Australia and 1557 from New Zealand. Method Confirmatory factor analysis (CFA) was first conducted to ascertain the psychometric properties of the study's measures and then the central analyses employed structural equation modelling (SEM) to test hypothesized paths. Results After demonstrating good CFA fit, SEM revealed that particularly salient (at p < 0.001) demand and resource predictors of motivation were: warmth-supportive teaching (positively), fear of failure (negatively), adaptability (positively), discrimination (negatively), cultural communication skills (positively), and cultural confidence (positively). Also, self-efficacy and valuing significantly predicted persistence (positively) and non-attendance (negatively), while self-efficacy also significantly predicted achievement (positively). Conclusions The hypothesized ACD-R process is a viable means to understand immigrant students’ academic experience and to offer some fruitful direction for supporting their academic development.
中文摘要：背景资料 本研究运用学术与文化需求-资源(ACD-R)框架，对移民高中学生的学术发展进行了深入研究。目标 分析试图检验学习需求(例如，学习中断的教学)和资源(例如，自主支持的教学) ，个人需求(例如，对失败的恐惧)和资源(例如，适应性) ，以及文化需求(例如，歧视)和资源(例如，文化信心)对预测动机(自我效能，价值)的假设贡献ーー以及反过来，动机在多大程度上以参与(坚持，缺席)和表现(成就)的形式预测学习成果。样本 根据 PISA (2018)数据，样本包括4886名移民学生: 3329名来自澳大利亚，1557名来自新西兰。方法 首先进行验证性因素分析(CFA)以确定研究测量的心理测量学属性，然后集中分析采用结构方程模型(SEM)来检验假设的路径。结果 在证明了良好的 CFA 匹配后，SEM 显示特别突出(p < 0.001)的动机需求和资源预测因素是: 热情支持教学(积极) ，害怕失败(消极) ，适应性(积极) ，歧视(消极) ，文化沟通技能(积极)和文化自信(积极)。自我效能感和价值观显著预测坚持(正向)和缺勤(负向) ，而自我效能感也显著预测成就(正向)。结论 假设的 ACD-R 过程是了解移民学生学习经历的一种可行的方法，并为支持移民学生的学业发展提供了一些有效的方向。
https://doi.org/10.1016/j.learninstruc.2024.101903
《It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation》
《它在每一节课中都有作用: 教学质量和学生自我调节的人与人之间的联系》
作者：Friederike Blume · Florian Schmiedek
英文摘要：Abstract Background The significant influence that classroom interactions have on the development of students' self-regulation has been acknowledged for a long time. Nonetheless, past research has emphasised their impact on differences in self-regulation amongst students, without considering intra-individual variations. Aims We examined whether there is a link between average and lesson-level student-perceived teaching quality, which includes student support, classroom management and cognitive activation, and student self-regulation in individual lessons. Moreover, we investigated whether the magnitude of the associations depended on students' dispositional self-regulation. Sample We analysed data collected from 61 students (recruited sample N = 64 students; Mage = 11.71, SDage = 0.93). Methods Participants completed a baseline questionnaire (demographics, dispositional self-regulation) as well as 15 daily diaries in which they reported on their own self-regulation and the perceived quality of teaching in the last lesson of the day. Results The findings revealed positive associations between student support and classroom management, both at the average and lesson level, and student self-regulation in individual lessons. No associations were found between the average and lesson level cognitive activation and students' self-regulation in individual lessons. The aforementioned associations were not moderated by students' dispositional self-regulation. Conclusions The findings emphasise the importance of student-perceived teaching quality at both the average and lesson-level for student self-regulation in individual lessons.
中文摘要：背景资料 课堂互动对学生自我调节能力发展的重要影响早已得到公认。尽管如此，过去的研究强调了它们对学生自我调节差异的影响，而没有考虑个体内部的差异。目标 我们研究了平均水平和课堂水平的学生感知教学质量之间是否存在联系，包括学生支持、课堂管理和认知激活，以及学生在个别课程中的自我调节。此外，我们还研究了协会的大小是否取决于学生的倾向性自我调节。样本 我们分析了来自61名学生的数据(招募样本 N = 64名学生; Mage = 11.71，SDage = 0.93)。方法 参与者完成了一份基线调查问卷(人口统计学，倾向性自我调节)以及15份每日日记，其中他们报告了自己在当天最后一节课的自我调节和感知教学质量。结果 研究结果显示，学生支持与课堂管理，无论在平均水平和课堂水平，以及学生自我调节在个别课程。在个别课程中，学生的认知活化水平与自我调节能力之间并无显著相关。上述联想不受学生自我调节倾向的影响。结论 研究结果强调学生自我感知教学质量的重要性，在平均水平和课堂水平的学生自我调节在个别课。
https://doi.org/10.1016/j.learninstruc.2024.101908
《Primary school students’ awareness of their monitoring and regulation judgment accuracy》
《小学生对自己判断准确性的监控和调节意识》
作者：Sophie Oudman · Janneke van de Pol · Eva Janssen · Tamara van Gog
英文摘要：Abstract Background Improving students' monitoring and regulation judgment accuracy is necessary for improving the effectiveness of self-regulated learning, but might not be sufficient: Students presumably also need to feel confident about the accuracy of their judgments to act upon them. However, little is known about students’ awareness of their monitoring judgment accuracy, and awareness of their regulation judgment accuracy has not yet been investigated. Aims We investigated (1) primary school students’ awareness of their monitoring and regulation judgment accuracy in mathematics and (2) whether self-scoring, which is known to improve monitoring/regulation accuracy, would also improve awareness of their regulation judgment accuracy. Sample(s) Primary school students (9-10 year-olds) from 34 classes (N = 564). Methods Students completed problem-solving tasks twice (parallel versions) on two different days and made monitoring/regulation judgments, rated their confidence in the accuracy of those judgments, self-scored their work, and again made (confidence) judgments, on both occasions. If an increase/decrease in judgment accuracy from day 1 to day 2 would be accompanied by an increase/decrease in their confidence in the accuracy of their judgements, students show accuracy awareness. Results Students' judgment accuracy did not predict their confidence in the accuracy of their judgments, indicating that students were not aware of their monitoring/regulation accuracy. Self-scoring improved students’ awareness of their regulation judgment accuracy for students whose regulation judgment accuracy increased or stayed maximally accurate after self-scoring, but not for students whose regulation judgment accuracy decreased or stayed equally inaccurate after self-scoring. Conclusions Primary school students were not aware of their monitoring/regulation judgment accuracy. Self-scoring improved the awareness of their regulation judgment accuracy for some students.
中文摘要：背景资料 提高学生的监控和调节判断的准确性对于提高自我调节学习的有效性是必要的，但可能还不够: 学生大概还需要对自己判断的准确性有信心才能采取行动。然而，学生对监控判断准确性的意识知之甚少，对规则判断准确性的意识尚未进行调查。目标 我们调查了(1)小学生对数学监控和规则判断准确性的意识，以及(2)自我评分是否能提高监控和规则判断准确性，也能提高他们对规则判断准确性的意识。样本 来自34个班级的小学生(9至10岁)(N = 564)。方法 学生们在两个不同的日子里完成了两次解决问题的任务(平行版本) ，做出了监控/调节判断，评估了他们对这些判断的准确性的信心，自我评分了他们的工作，并再次做出了(信心)判断。如果从第一天到第二天判断准确性的增加/减少伴随着他们对判断准确性的信心的增加/减少，学生表现出准确性意识。结果 学生的判断准确性并不能预测他们对判断准确性的信心，这表明学生没有意识到他们的监测/调节准确性。自我评分提高了自我评分后规则判断准确度增加或保持最大准确度的学生对规则判断准确度的认识，但不提高自我评分后规则判断准确度下降或保持同样不准确的学生对规则判断准确度的认识。结论 小学生不知道他们的监察/规管判断准确性。自我评分提高了部分学生对自己规则判断准确性的认识。
https://doi.org/10.1016/j.learninstruc.2024.101907
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
