Wiley-Online-Library: British Journal of Educational Psychology: Table of Contents

“Just put them in a group?” Teaching cooperation in childhood: Behavioural effects of a structured, tech‐supported intervention

Benedetta Zagni, Mark Van Ryzin, Dario Ianes, Sara Scrimin — Fri, 05 Jun 2026 22:00:57 -0700

Abstract

Backgrounds

Cooperation is a core social skill essential for learning and citizenship, yet spontaneous cooperation in group settings cannot be taken for granted.

Aims

This study investigates whether a structured, technology-supported Cooperative Learning (CL) intervention can foster greater levels of observable cooperative behaviour in primary and middle school students.

Sample

A total of 36 classes (containing 577 students ages 8–12) were randomly assigned to either an experimental or a control group.

Methods

The intervention integrated key evidence-based CL principles – positive interdependence, individual accountability, social skills training and group processing – into regular classroom instruction via a digital platform that supported teachers with automated group structures, role assignments and reflection prompts. Cooperation was measured behaviourally using a digital adaptation of the Marble Pull game, designed to assess real-time, mutual cooperation in dyads.

Results

Results from linear mixed-effects models revealed a significant interaction between time and group: students in the experimental condition showed greater improvements in cooperative behaviour than those in the control group. Other interaction effects, and the main effect for age, were non-significant.

Conclusions

These findings provide behavioural support for the idea that cooperation can be explicitly taught and developed through intentional, structured pedagogy. They also highlight the importance of fidelity of implementation and teacher support. Overall, this study enhances our understanding of how digital tools and instructional design can promote prosocial development, providing practical implications for evidence-informed educational practices.

Promoting student well‐being in schools: Intervention effects and the role of student–student relationships and intrinsic motivation

Julia Mori, Melanie Nuoffer, Katja Saxer, Jakob Schnell, Tina Hascher — Wed, 03 Jun 2026 22:00:45 -0700

Abstract

Background

Student well-being is a core educational goal and a foundation for successful learning, yet it tends to decline during secondary school. Many school-based interventions show promising but inconsistent effects on student well-being. Also, the role of individual and classroom factors in shaping effects remains unclear.

Aims

We examined (1) changes in student well-being across a 10-week intervention programme comparing three sets of well-being strategies with a placebo control and (2) whether baseline student–student relationships and intrinsic motivation to participate moderated student well-being trajectories.

Sample

A total of 685 Grade 8 students (51% male; t1: M _age = 14 years, SD = 0.6) from 44 classes across 17 schools in Switzerland participated in our study.

Methods

Classes were randomly assigned to three experimental conditions or a placebo control. Student-reported well-being (three positive, three negative dimensions), student–student relationships and intrinsic motivation were assessed at baseline, mid-intervention, post-intervention and an additional 8-month follow-up. We estimated repeated-measures linear mixed-effects models. Given a non-significant main condition effect, moderator analyses contrasted high versus low baseline relationships and motivation.

Results

Across student well-being dimensions, significant time effects were observed, but few condition or interaction effects were found. Student well-being declined over time, irrespective of condition. Students with stronger baseline student–student relationships and/or higher baseline intrinsic motivation reported higher scores on positive well-being dimensions.

Conclusions

Individual resources—student–student relationships and intrinsic motivation—were more strongly related to student well-being than participation in a specific condition. Interventions may need to deliberately strengthen such resources and tailor their components to student and classroom contexts.

Predictive and interactive roles of motivation and situational learning activities on emotional and cognitive engagement

Qiyang Lin, Jingwen He, Kui Xie — Mon, 01 Jun 2026 23:25:54 -0700

Abstract

Background

Emotions and cognitions are important factors of learning engagement. While extensive research focuses on in-class activity, there is a gap in understanding engagement in out-of-class study contexts, particularly the interplay between motivation and situational engagement.

Aims

This study aimed to examine the relationship between students' motivation, situational engagement (emotions and learning strategies) and the context of out-of-class learning activities.

Samples

The study involved 394 undergraduate students, with a mean age of 21.26 (SD = 4.34). Students came from diverse ethnic backgrounds and various academic disciplines.

Methods

We used the Experience Sampling Method (ESM) to capture in-situ data. During scheduled study sessions, participants filled out brief surveys on their smartphones regarding their cognitive engagement, emotional states and learning activities.

Results

Motivation influenced emotional and cognitive engagement across various learning activities. The positive association between self-efficacy, enjoyment and hope was weakened during collaborative activities, and its protective role against anxiety was reduced during assessments. Students with higher utility value reported greater enjoyment during reading and multimedia learning but less enjoyment during preparation and planning. For cognitive engagement, high self-efficacy was associated with greater use of deep learning strategies during constructive and application-oriented activities. A reciprocal relationship emerged between emotions and cognition: positive emotions enhanced deep strategy use, which in turn promoted positive emotions and reduced negative ones.

Conclusions

The findings highlight the importance of fostering positive emotional experiences and motivation in out-of-class learning contexts. Educational interventions that target these factors can enhance students' engagement, leading to better academic outcomes.

How and when do peer deviant behaviours link to adolescent academic performance?: Longitudinal moderated mediation analysis using a Chinese national sample

Yu Sun, Kaiji Zhou, Jacky C. K. Ng — Fri, 29 May 2026 23:01:00 -0700

Abstract

Background

Previous research has associated peer deviant behaviours with lower academic performance in adolescents. However, the mediation and moderation mechanisms underlying this relationship, particularly the moderating role of educational expectations, require further exploration.

Aims

This study aims to examine the longitudinal effect of peer deviant behaviours on academic performance among Chinese adolescents, as well as the mediating role of adolescents' own deviant behaviours and the moderating role of educational expectations.

Sample

The study utilized a nationally representative two-wave dataset from the China Education Panel Survey (CEPS, 2013–2015), including 8212 valid participants.

Methods

A moderated mediation model was constructed to test the effect of peer deviant behaviours on academic performance and the underlying mechanisms.

Results

Peer deviant behaviours negatively affected adolescents' academic performance over time. This relationship was mediated by adolescents' own deviant behaviours. Specifically, peer deviant behaviours increased adolescents' own deviant behaviours, which subsequently undermined academic performance. Educational expectations mitigated the impact of peer deviant behaviours on adolescents' own deviant behaviours, weakening the overall mediation effect. However, educational expectations could not mitigate the negative impact of adolescents' own deviant behaviours on their academic performance (the second stage of the mediation process).

Conclusions

This study highlights the negative longitudinal effect of peer deviant behaviours on academic performance and pinpoints the stage at which educational expectations can mitigate this effect. These findings inform intervention strategies to address peer influence and foster academic success among adolescents.

Influence of friendship on benign and malicious envy among secondary school students

Fri, 22 May 2026 06:45:07 -0700

Abstract

Background

Benign and malicious envy arise from social comparisons regarding a quality, achievement or possession. As school is inherently evaluative and social, the classroom offers a relevant and understudied context to investigate envy and the impact of friendship on envy. Prior research has shown a positive association between relationship closeness and benign envy.

Aims

Broadening research on the interconnectedness of emotional and social processes in school, using an experimental vignette design, this study examines whether typical school situations elicit envy and whether relationship closeness influences envy.

Sample

N = 794 7th–10th graders (M _age = 14.10, SD = 1.33, 53.27% female) from 98 classrooms.

Methods

In an experimental study, participants were assigned to two vignettes describing typical envy-eliciting school situations, systematically manipulating relationship closeness (friend vs. classmate) and envy form (benign vs. malicious). We measured state envy using an adapted version of scales measuring pain, benign envy and malicious envy based on the Pain-driven Dual Envy Theory. We assessed control and deservingness with two items and tested the effects of relationship closeness, envy form and their interaction and the mediational effects of deservingness and control.

Main Results

Benign versus malicious envy scenarios elicited more benign envy, control and deservingness and less malicious envy. Malicious envy was lower, and deservingness was higher in the friendship than in the classmate condition. Deservingness mediated the association between relationship closeness and envy.

Conclusion

This study offers a novel contribution to envy theory, raises awareness about envy in school and highlights the influence of classroom relationships on malicious envy.

Worked examples, cognitive aptitudes and the self‐explanation mechanism – A replication

Sarah Bichler, Matthias Stadler, Markus Bühner, Samuel Greiff, Frank Fischer — Fri, 22 May 2026 06:30:48 -0700

Abstract

Background

Self-explaining is an engagement activity that supports learners' active use of instructional scaffolds such as worked examples. Self-explanation quality is assumed to mediate the worked example effect on learning outcomes. However, prior investigations have relied on analytical approaches limited in scope and quality or have yielded inconclusive results

Aims

We replicate a previous investigation that examines whether self-explanation quality mediates the worked example effect in a worked examples – problem-solving paradigm, while simultaneously considering key cognitive aptitudes (prior knowledge, working memory capacity (WMC), fluid intelligence, shifting ability) as moderating variables

Method

We analysed self-explanations from 115 university students solving six ill-defined statistics problems with or without worked examples. Self-explanation quality was defined as using specific case information from problem descriptions to justify statistical claims and coded by trained raters

Results

Results showed a moderated mediation of the worked example effect via self-explanation quality for prior knowledge and WMC, with stronger indirect effects at lower aptitude levels. The indirect effect was not moderated by fluid intelligence. No self-explanation mediation emerged for shifting ability; shifting ability was confirmed as a moderator of the worked example effect, with stronger scaffold benefits at lower ability levels

Conclusions

Whereas the original study found no evidence for self-explanation quality as a mediator, the replication, drawing on stronger methodology, provides evidence for such mediation. However, this mechanism is not universal. Rather, worked examples exert their benefits either directly or via self-explanation, contingent on learners' cognitive resources.

The separation of self‐ and instructional explanations in musical knowledge learning

Yiyun Zhang, Jiali Liu, Chen Zhang, Jialin Liu, Lele Fang — Sun, 17 May 2026 23:03:45 -0700

Abstract

Background

Though self-explanation and instructional explanation are common learning methods, there is a lack of research directly comparing their effects within the same experimental framework or their influence in the specific context of music education. Cognitive load theory (CLT) has been widely validated in core academic subject learning, yet its application to music education remains scarce, and the moderating role of its core construct—element interactivity—in explanation-based music learning is unexamined.

Aims

This study takes CLT as the theoretical framework to examine the roles of self-explanation and instructional explanation in musical knowledge learning and to explore how element interactivity (the core indicator of intrinsic cognitive load) moderates the effectiveness of the two methods in musical knowledge learning.

Samples

Two respective experiments are conducted for groups of 183 and 169 fourth-grade primary school students (‘Experiment 1’ and ‘Experiment 2’).

Methods

Two experiments were conducted on element interactivity, which was manipulated by two core types of musical knowledge: intervals (low-element interactivity) and chords (high-element interactivity). In each experiment, participants were randomly divided into self-explanation, instructional explanation, worked sample only or problem-solving groups to explore their musical knowledge learning processes.

Results

In Experiment 1, self-explanation and instructional explanation groups performed significantly better for interval knowledge with low-element interactivity relative to worked sample only and problem-solving groups. Participants in the self-explanation group consistently outperformed their peers. Similarly, participants in self-explanation and instructional explanation groups outperformed others in Experiment 2; when learning chordal knowledge with high-element interactivity, participants in the instructional explanation group performed better than those in the self-explanation group.

Conclusion

These findings suggest that self-explanation and instructional explanation methods facilitate musical knowledge learning, and that their effects differ based on the element interactivity of the material being taught. Self-explanation is more suitable for learning knowledge with low-element interactivity, while instructional explanation is more suitable for high-element interactivity learning.

The effects of directly manipulating dotarray properties on the link between numerosity comparison and arithmetic

Bingqian Ren, Mianjun Li, Xinlin Zhou — Mon, 11 May 2026 21:00:27 -0700

Abstract

Background

Previous research has shown that the number sense can predict arithmetic ability. There has been a visual form perception hypothesis, which was supported by a series of correlational evidence, but there was no evidence from the effect of direct manipulation.

Aims

The current study provided direct evidence to show the effect of the processing form of numerosity on arithmetic by manipulating the form information. Sample(s): A total of 884 participants with two age groups (younger, older) were recruited, including 221 males and 198 females in the younger group who were younger than 6 years old, and 260 males and 205 females in the older group who were older than 6 years old.

Methods

A total of 4 computerized tests were used to measure non-symbolic numerosity, visual form perception and arithmetic ability. Analyses were conducted using two-way repeated-measures analysis of variance to account for the effects of controlling condition and dot ratio on the dot comparison task score.

Results

Results showed that dot comparison under controlling for total perimeter is the most difficult by comparing with dot comparison under controlling for mean perimeter, total area, mean area and dot comparison without any controlling, with increasing score from 4.1–5.7 to 2.0. Moreover, the condition had the weakest association with both visual form perception ability and arithmetic performance.

Conclusions

The results suggest that the number sense in nature is a type of visual form perception, and the association between number sense and arithmetic is rooted in the processing of form information.

Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra: Evidence from confirmatory factor analysis

Michael D'Erchie, Claire L. Forsmann, Michael Schneider, Andreas Obersteiner — Mon, 11 May 2026 04:39:21 -0700

Abstract

Background

Conceptual and procedural knowledge are two distinct types of mathematical knowledge. Measuring them with sufficient discriminant validity is challenging because they are typically highly correlated. Prior studies have demonstrated discriminant validity of paper-and-pencil measures separately for fractions and algebra. However, whether such measures can distinguish between the two knowledge types within a single sample of students instructed in both domains, and how the four constructs interrelate, remains unclear.

Aims

This study tested the discriminant validity of conceptual and procedural knowledge measures of fractions and algebra in a single sample of students instructed in both domains and examined the full pattern of intercorrelations to clarify which knowledge types underlie the well-established fraction–algebra link.

Sample

Participants were 571 German middle-school students (M = 14.91 years).

Methods

Conceptual and procedural knowledge in both domains was assessed using adapted paper-and-pencil tests. Confirmatory factor analysis was used to evaluate the discriminant validity of the measures and to examine the intercorrelations among the four constructs.

Results

A four-factor model showed the best fit, indicating empirical separability of the four constructs. Conceptual and procedural knowledge were highly correlated within each domain (fractions and algebra). Descriptively, cross-domain correlations were stronger for corresponding knowledge types (e.g., conceptual-conceptual) than for non-corresponding types (e.g., conceptual-procedural), and stronger for the conceptual-conceptual than the procedural-procedural link.

Conclusion

The findings contribute to discussions about the discriminant validity and measurability of conceptual and procedural knowledge and offer a more differentiated view of how specific types of knowledge link fractions and algebra.

Social and emotional pathways to shame reduction: An RCT with preservice teachers

Lara Gildehaus, Lars Meyer‐Jenßen — Fri, 08 May 2026 06:29:15 -0700

Abstract

Background

Shame is an unpleasant, activating emotion that has been shown to undermine learners' motivation and achievement and identity development in mathematics education. Recent studies have implemented positive psychology interventions (PPIs) to reduce preservice teachers' shame in mathematics, with promising quantitative outcomes. However, little is known about how such interventions operate within learners' emotional and social contexts.

Aims

This study aimed to replicate a PPI with preservice primary teachers, explicitly examining the social dynamics and individual experiences involved in reducing shame.

Sample

Ninety-nine students participated and were randomly assigned to an experimental group (n _EG = 51) or a control group (n _CG = 48).

Methods

Using a mixed-methods design (including an RCT in the quantitative part), we assessed changes in mathematics-related shame and qualitatively explored preservice teachers' emotional and relational experiences throughout the intervention.

Results

Findings show a significant reduction in shame in the experimental group compared to the control group, with a medium effect size (Cohen's d = .54). Self-efficacy or social integration did not moderate this effect. Qualitative analyses reveal that changes in shame were closely tied to students' experiences of pleasant emotions, social relations and shifts in self-perception as mathematics learners.

Conclusions

Our findings underscore the importance of social–emotional processes in understanding the impact of interventions. We argue that targeting shame in teacher education requires emotional and social support as well as cognitive support to foster sustainable competence and self-development in mathematics.

Issue Information

Fri, 08 May 2026 06:09:05 -0700

British Journal of Educational Psychology, Volume 96, Issue 2, Page i-iv, June 2026.

Strategic Limitations in Preschoolers’ Relational Spatial Reasoning: Insights from Eye‐Tracking and Instructional Intervention

Chia‐Yen Hsieh — Fri, 08 May 2026 06:09:05 -0700

ABSTRACT

Background

Relational spatial reasoning is foundational to later mathematical and navigational competencies, yet little is known about the strategic processes preschoolers employ when integrating relational information. Eye-tracking offers a means to capture these processes, but evidence remains limited, particularly regarding how brief instructional interventions shape children's visual strategies.

Aims

This study examined whether a short, strategy-focused instructional intervention enhances preschoolers’ relational spatial reasoning and whether improvements are reflected in behavioural accuracy, eye-tracking indicators of visual strategy, and think-aloud evidence of metacognitive engagement.

Sample(s)

Participants were 82 Taiwanese preschoolers aged 5–6 years, randomly assigned to an experimental group receiving relational spatial reasoning instruction or to a control group receiving time-matched literacy activities.

Methods

Children completed three 20-min instructional sessions followed by a post-test relational map task while behavioural accuracy and eye-tracking metrics were recorded. ANCOVA was conducted to compare post-test performance while controlling for pretest scores. Eye-tracking indicators included time to first fixation on key landmarks, distractor revisits, scanpath patterns, and fixation duration. Logistic regression examined predictors of responsiveness to instruction, and think-aloud protocols were analysed to corroborate visual strategy patterns.

Results

The experimental group demonstrated higher post-test accuracy and shorter time to first fixation on target landmarks compared with the control group. Instructed children made fewer revisits to distractors and showed more systematic scanpaths, although groups did not differ in total fixation duration. Logistic regression identified shorter time to first fixation and fewer distractor revisits as significant predictors of responsiveness, whereas total fixation duration was not predictive. Think-aloud data indicated that responders engaged more frequently in planning, monitoring, and evaluation.

Conclusions

Findings clarify the strategic components underlying early relational spatial reasoning by distinguishing between search initiation, selective engagement, and sustained processing. The results underscore the value of promoting visual efficiency and attentional control in early spatial education and demonstrate the utility of eye-tracking as a diagnostic tool for tailoring instructional support.

The effect of perceived teacher support on mathematics anxiety among rural boarding primary school students: Chain mediation of self‐efficacy and academic procrastination

Fang Ma, Yanqiong Bao, Qianqian Wang — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Within China's rural educational landscape, students in residential primary boarding institutions face distinctive psychosocial difficulties, with mathematics-related anxiety demonstrating heightened prevalence in these settings. As primary sources of social interaction within school settings, teachers exert significant influence on students' academic outcomes and psychological well-being through shaping their perceptions of educator support.

Methods

In this study, we recruited 400 fifth-grade students from rural boarding primary schools in Northwestern China and employed validated scales to measure perceived teacher support, self-efficacy, academic procrastination, and mathematics anxiety. A structural equation modelling (SEM) framework was utilized to explore the pathways through which perceived teacher support impacts mathematics anxiety, with particular attention to the independent and chain mediating roles of self-efficacy and academic procrastination.

Results

Key findings indicated that: (i) Perceived teacher support exhibited significant negative correlations with academic procrastination and mathematics anxiety, while showing a significant positive correlation with self-efficacy; (ii) Both self-efficacy and academic procrastination independently mediated the relationship between perceived teacher support and mathematics anxiety; (iii) A sequential chain mediation pathway was identified, whereby perceived teacher support enhanced self-efficacy, which subsequently reduced academic procrastination, ultimately alleviating mathematics anxiety.

Conclusion

These findings emphasize the critical role of perceived teacher support in mitigating mathematics anxiety among rural boarding students through cognitive and behavioural mechanisms, providing empirical foundations for targeted educational interventions.

Visual attention and role recognition in bullying vignettes in preadolescents and adults

Laura Menabò, Annalisa Guarini — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Bullying research has traditionally relied on self-reported measures such as questionnaires and interviews. Previous studies have shown developmental differences in attention mechanisms, with adults relying more on top-down processing and younger individuals on bottom-up attention. However, it remains unclear whether these differences extend to bullying scene observation and how they influence the perception of different bullying roles.

Aims

This study examined differences in visual attention (total fixation duration, visit count, fixation count) and verbal recognition of bullying roles between preadolescents and adults.

Sample

The study included 80 participants: 37 preadolescents (M _age = 10.11, SD = 1.10) and 43 adults (M _age = 30.72, SD = 4.89).

Methods

Participants viewed 12 vignette-based bullying scenes while their eye movements were recorded using an eye tracker. They then provided verbal descriptions of each observed vignette.

Results

Both groups primarily fixated on bullies and victims, reinforcing the centrality of the bully–victim dyad. However, adults allocated significantly more attention to the other roles and described them with greater accuracy than preadolescents. In particular, in adults, defenders and pro-bullies attracted more fixations, visits, and total fixation time, while bystanders received more total fixation time.

Conclusions

The findings suggest that adults process bullying situations in a more structured and holistic manner, likely due to top-down attentional mechanisms shaped by social experience. These developmental differences highlight the crucial role of adults in fostering awareness of all bullying roles among preadolescents, emphasizing the need for interventions that encourage broader role recognition beyond the bully–victim dynamic.

Interest and effort in learning and performance

Laura Kehle, Detlef Urhahne — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Interest and effort are key motivational constructs in educational psychology, yet their interplay in learning remains underexplored. Building on Dewey's (Interest and effort in education, 1913) view that effort complements interest in fostering academic achievement, this research examines their relationship across different learning phases in accordance with a process model developed by Thoman et al. (The science of interest, 2017).

Aims

The aim of both studies is to empirically examine the interplay between interest and effort as predictors of learning outcomes.

Sample

The sample of Study 1 included 152 university students, and the sample of Study 2 included 120 university students.

Methods

Study 1 comprised two different learning tasks to investigate the relationship between interest and effort. Study 2 made use of a computer-supported learning environment where additional influences of prior knowledge could be controlled. Interest and effort were assessed before, during, and after the learning tasks.

Results

The results of both studies indicate that interest and effort serve as positive predictors of learning success and actively complement each other throughout the learning process.

Conclusion

Findings suggest that although interest stimulates initial engagement, effort is essential for sustained learning, supporting Dewey's view of their interdependence. Educators should foster both interest and effort to enhance learning outcomes.

Responsible school leadership and teachers' emotional exhaustion: The moderated mediation role of work meaningfulness and proactive personality

Mahmut Polatcan, Mehmet Şükrü Bellibaş, Erhan Boğan — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Despite increasing research attention to teachers' emotional states, there remains a significant gap in understanding how educational leaders can effectively mitigate these issues.

Purpose

This study examined a multilevel, moderated mediation model that explored the relationship between responsible school leadership and emotional exhaustion, with the moderating role of teachers' proactive personality and the mediating effect of work meaningfulness.

Sample

The study utilized data from 739 teachers working in 72 schools across Türkiye. Participants represented a range of school contexts and demographic backgrounds, allowing for examination of both individual and school-level effects.

Method

A multilevel analytical approach was employed to test the hypothesized moderated mediation model, examining both direct and indirect effects of responsible leadership on emotional exhaustion.

Results

The findings indicate that responsible leadership is directly associated with reduced emotional exhaustion and indirectly linked to lower exhaustion through increased work meaningfulness. Moreover, among teachers with higher levels of proactive personality, responsible leadership was associated with a stronger reduction in emotional exhaustion compared to those with lower levels of proactive personality.

Conclusion

The findings contribute to the current literature by providing empirical evidence that the impact of leadership on teachers' emotional state is likely to vary across teachers with different personality traits.

Beyond performance: Emotions before and after semi‐high‐stakes mathematics testing among school‐aged students

Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Previous research has shown that testing differs significantly from other classroom activities and is associated with heightened negative emotions and lower levels of positive emotions. However, relatively little is known about students' emotions surrounding testing, particularly in higher-stakes assessment settings.

Aims

This study aims to examine how students' levels of four emotions (i.e., happiness, relaxation, anxiety and boredom) develop from pre to-post-test, and it investigates how individual factors (i.e., gender, grade level, perceived mathematical competence and test performance), impact students' emotional states and moderate their emotional trajectories.

Sample

The sample (N = 2179) consists of 692 third-grade, 605 sixth-grade, 413 eighth-grade and 469 ninth-grade students from various schools across Finland, who participated in a digital, semi-high-stakes, end-of-year mathematics assessment.

Methods

An in-situ approach was used to assess students' emotions immediately before and after testing. Analyses were conducted using linear mixed-effects modelling to account for the repeated-measurements structure.

Results and Conclusions

Students generally reported lower positive emotions after the assessment. The measured individual factors significantly predict both students' emotional states and their development during the assessment. Boys reported higher levels of positive emotions and lower anxiety, while younger students remained more positive during the assessment. Students who perceived themselves as competent experienced higher levels of positive and lower levels of negative emotions, whereas students who performed poorly showed a decline in positive emotions during the assessment. Future research could focus on whether support for emotional regulation affects student performance in test situations.

Control‐value appraisals and the emergence of students' boredom: An in situ perspective within lessons

Richard Göllner, Kristina Kögler — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Despite a growing body of research demonstrating that control and value appraisals predict students' experiences of boredom, less attention has been paid to appraisals arising from specific learning situations and their consequences for students' emotional responses.

Aims

In the present study, we disentangled students' individual differences from their momentary learning experiences to examine appraisal–boredom relations, including their reciprocal effects.

Methods

We analysed experience-sampling data from N = 95 secondary school students who provided repeated ratings of their comprehension, interest, and boredom during eight lessons over two consecutive curricular weeks. The data were examined using multilevel structural equation modelling with cross-lagged relations for students' momentary experiences.

Results and Conclusions

We found that higher interest was consistently associated with lower boredom. In contrast, comprehension showed a more complex pattern. Boredom due to overchallenge appeared to stem from stable individual differences, whereas boredom resulting from underchallenge emerged from students' momentary comprehension. Finally, analyses of reciprocal relations revealed that boredom experienced toward the end of a lesson predicted decreases in students' subsequent comprehension and interest, highlighting the potential for downwards spirals of disengagement within the classroom context.

Attention to text in video predicts young children's orthographic knowledge

Tanya Kaefer, Susan B. Neuman — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background and Aims

This study examined preschool-aged children's attention to text in video, and whether it may be related to their developing orthographic knowledge.

Sample 1

Study 1 showed 66 children videos that included text.

Method

Children's attention to the video was measured using eye-tracking, and their recognition of orthographic patterns within the video was tested after viewing.

Results

During viewing, children attended to the text 6% of the time it was available. However, children who both had pre-existing letter knowledge and attended to the text in the video were able to identify the written words.

Sample 2

A second study extended these findings to a younger age group (n = 59).

Method

In Study 2, we also showed children an unrelated storybook that incorporated the target words from the videos and measured attention to that storybook.

Results

Results again showed little attention to text, but some recognition of written words for those who did attend. Study 2 also showed that children who recognized the written words from the video attended more to those words in a different context.

Conclusion

Overall results suggest a relationship between letter knowledge, attention and developing orthographic knowledge.

Affect and conceptual learning in indoor and green outdoor school environments: Psychophysiological self‐regulation matters

Lucia Mason, Libera Y. Mastromatteo, Cecilia Rocchi, Sara Scrimin — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Research on the role of the physical school environment in areas other than educational psychology has documented the benefits of exposure to nature for cognitive and emotional functioning. Positive effects have been indicated not only after a break in nature in mentally fatigued students but also in students who did not have depleted mental resources when performing cognitive tasks in a green area.

Aims

We investigated the impact of the physical school environment during a single lesson. We also considered psychophysiological self-regulation as a possible moderator of the relationship between environment and learning.

Sample

We used data from 101 sixth and seventh graders for self-reported variables. Data about psychophysiological self-regulation, measured as resting cardiac vagal tone, was available for 83 students.

Method

In a within-participants research design, we compared the effects of a lesson in the classroom and a lesson in a green urban park close to the school – featuring numerous trees of different sizes, with lush foliage – on participants' affective state, perception of the environmental quality, and conceptual learning.

Results

After the lesson in nature, students reported more positive affect and perceived the park as a higher quality environment compared with the indoor classroom. Students with higher cardiac vagal tone learned more in nature, whereas this individual characteristic did not play a role in the classroom environment.

Conclusion

Passive exposure to nature during a school lesson has a positive affective impact and may also be beneficial for conceptual learning in combination with a higher ability to flexibly adapt to environmental demands.

Executive functions and school achievement: The mediating role of learning‐related behaviour in primary school children

Carlotta Rivella, Paola Viterbori — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Executive functions (EFs) are critical in school and closely linked to academic achievement and learning-related behaviours (LRBs). LRBs encompass the ability to adapt to school demands, including concentration, adherence to rules, and autonomy.

Aims

This correlational study aimed to examine the mediating role of LRB in the association between EF and academic achievement in the first year of primary school.

Sample and Method

Ninety-five first graders underwent a performance-based EF assessment, involving tasks related to working memory and inhibition. Concurrently, they completed literacy and math tasks, while their teacher provided reports on their LRBs.

Results

The results indicate that depending on the specific EF component or learning domain considered, diverse patterns emerge. Nevertheless, the findings consistently show that EFs are directly and indirectly associated with learning outcomes, with the mediating influence of LRBs.

Conclusions

These results emphasize the importance of supporting EF development into early education curricula.

Video lectures containing humour improve the engagement and motivation of processing learning content: Insights from EEG

Weichen Zhou, Xia Wu — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Video lectures are one of the most popular educational media in an online environment. Despite the documented benefits of adopting humour in traditional educational instruction, few attempts have been made to investigate its effects on learning from video lectures.

Aims

The present study aimed to examine the effectiveness of related humour and unrelated humour when learning from video lectures. The expected outcome is to provide a more accurate guidance for the incorporation of humour with the video design for better instructional efficiency.

Methods

The present study adopted a within-subjects design, evidenced by both traditional and electroencephalography (EEG) measurements. Twenty-one undergraduate students watched three video lectures teaching different sets of English vocabulary words, providing differing extra information (related humour vs. unrelated humour vs. non-humour) after presenting lexical knowledge. EEGs of participants were assessed while watching learning content (i.e., lexical knowledge). Their self-reported learning experience (engagement and motivation) and learning outcomes were assessed after viewing whole video lectures.

Results

The results revealed whether related or unrelated humour designed in video lectures aroused better engagement and motivation than no humour ones, demonstrated by stronger EEG oscillations in alpha and beta frequencies across most brain regions. Furthermore, related humour was more beneficial to knowledge acquisition compared with no humour, as indicated by improved learning outcomes, whereas the impact of unrelated humour was not obvious. Although there were no differences in the learning outcomes and neural oscillations associated with cognitive processes between the related humour and the unrelated humour conditions, the self-reported learning experience was distinct between these two groups.

Conclusions

We discussed the findings in terms of heuristic value of humour approaches, especially related humour on the instructional design of video lectures.

Mathematics anxiety: Effects of age, gender and culture

Ann Dowker — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Many studies have indicated that mathematics anxiety is a significant problem for many people and is an important topic for research. Mathematics anxiety is multidimensional. In particular, it is important to distinguish between worry and emotionality components, and between trait and state anxiety. Much research shows a reciprocal relationship between mathematics anxiety and performance adding to the importance of gaining a greater understanding of the factors involved in mathematics anxiety.

Aims

This paper aims to review some studies of factors that have often been found to be associated with mathematics anxiety: age, gender, and culture, and to consider the evidence for these associations and the further research that should be done.

Materials and Methods

The study involved reviewing a range of papers on the selected topics. In particular, the search terms ‘Age differences and mathematics anxiety’, ‘Gender and mathematics anxiety’ and ‘Culture and mathematics anxiety’ were put into Web of Science; and citations of relevant papers that emerged were also investigated.

Results

Most studies suggest that mathematics anxiety increases with age, and that the relationship between mathematics performance and at least some aspects of mathematics anxiety increase with age. Most, though not all, studies, indicate that females experience more mathematics anxiety than males, and some suggest that there are gender differences in the relationship between mathematics anxiety and performance. Most studies show cultural differences in mathematics anxiety, while also suggesting that the relationship between mathematics anxiety and performance is fairly uniform across cultures.

Discussion

Cross-cultural studies in this area are. However, somewhat limited by the fact that culture is usually confounded with nationality. Moreover, there are studies of all these factors that give somewhat conflicting results.

Conclusion

More research needs to be done in order to gain clearer answers, especially regarding the ways in which the effect of age, gender and culture interact with one another. The findings so far about the influences of age, gender and culture on mathematics anxiety have already had significant practical implications, but these need much further development.

Computerized dynamic assessment of seriational thinking modifiability: Effects of mediation on seriation and readiness for math among kindergarten and grade 1 children

David Tzuriel, Dikla Hanuka‐Levi — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background and Aims

A vast body of theory and research highlights the operation of seriation as a prerequisite to mathematical thinking in young children. However, there is limited evidence that seriation interventions improve early years mathematics. The current study's primary aim was to explore whether a brief computerized intervention for seriation within a dynamic assessment procedure can enhance seriation and transfer to mathematics readiness, the effect of intervention on task dimensions of quantity, size and darkness, and the prediction of math modifiability by seriational modifiability.

Sample

A sample of 440 Kindergarten and Grade 1 children was randomly assigned to experimental (n = 231) and control groups (n = 209). The mean age (in months) of the children in the experimental and control groups was 73.48 and 74.51, respectively. The number of boys and girls was 228 and 212, respectively.

Methods

All children were administered a computerized version of the Children's Seriational Thinking Modifiability Test and the Math Readiness Test before and after the intervention. The experimental group of children received 45 min of mediation on seriation problems, whereas the control group practised seriation problems without mediation.

Results

The findings revealed that children in the experimental group demonstrated improved seriation and math performance compared to children in the control group. More significant increases were observed in size and darkness than in quantity. Seriational modifiability significantly predicted readiness for math improvement. The findings support our hypothesis that seriation intervention is essential for developing math thinking.

Perceived teacher unfairness and students' school‐based adjustment: Exploring the mediating role of self‐handicapping and the moderating role of social support

Claudio Longobardi, Arooj Arshad, Matteo Angelo Fabris, Sofia Mastrokoukou — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

This study examined the pathways through which perceived teacher unfairness affects students' psychological adjustment, focusing on the mediating role of self-handicapping and the moderating role of perceived social support.

Aims

The study investigated whether self-handicapping mediates the association between perceived teacher unfairness and students' psychological functioning, and whether perceived social support moderates this indirect relationship.

Materials and Methods

The sample comprised 694 students aged 10–14 (M_age = 12.30, SD = 0.95; 52.2% female) attending public schools in Northern Italy. Participants completed validated self-report measures assessing perceived teacher unfairness, self-handicapping, perceived social support, and psychological functioning. Mediation and moderated mediation analyses were conducted.

Results

Self-handicapping significantly mediated the relationship between perceived teacher unfairness and psychological outcomes, including emotional symptoms, conduct problems, hyperactivity, and prosocial behaviour. Moderated mediation analyses indicated that perceived social support buffered the negative effects of self-handicapping. Specifically, the indirect effects of teacher unfairness on emotional and behavioural difficulties via self-handicapping were weaker among students reporting higher levels of social support, while no significant effects were found for peer relationship problems.

Discussion

Teacher unfairness may contribute to maladjustment through increased self-handicapping, while social support serves as a protective factor. Conclusion: Interventions promoting teacher–student fairness and strengthening support networks may enhance adolescent well-being.

Evaluating social–emotional skills among Arabic‐speaking students: A multi‐informant study of students, parents and teachers

Ibrahim Asadi — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Social–emotional (SEL) skills play a crucial role in promoting children's academic performance and mental health. However, the use of self-reported questionnaires may reveal discrepancies between students' self-assessments and adults.

Aims

This study investigated potential differences in the perceptions of SEL skills in Arabic and their relation to academic achievements.

Sample and Method

Arabic-speaking students, their parents and teachers across third, fifth, seventh and ninth grades using a 33-item questionnaire.

Results

Analysis of variance (ANOVA) revealed significant discrepancies between groups (parents>students>teachers), regardless of grade level. Moreover, correlations between self-reports and students' academic scores were stronger for teachers compared to the others. Interestingly, these correlations decreased across groups until the ninth grade, at which point only teachers maintained significant correlations. Structural equation modelling (SEM) analysis further demonstrated that only teachers' self-reports significantly predicted students' academic scores regardless of grade level.

Conclusion

The results are discussed in relation to theoretical and pedagogical implications, as well as previous findings, emphasizing the need for a standardized multi-informant questionnaire.

“I can do math!”: A self‐regulated learning intervention to enhance math‐related motivational factors and performance in middle school

Fri, 08 May 2026 06:09:05 -0700

Abstract

Introduction

Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence) and math performance among Year 6 and Year 7 middle school students (N = 382), assessing outcomes both immediately after the intervention (post-test) and 6 months later (follow-up).

Methods

Students in the SRL intervention group engaged in six sessions focusing on planning, performance monitoring and self-evaluation strategies. In contrast, a control group practiced the same math exercises without explicit SRL training.

Results

Findings revealed that, at post-test, the SRL group showed improvements in math perseverance, math utility value, and theory of intelligence, as well as in math performance, compared to the control group. No differences were observed in math self-efficacy and STEM vocational interest. However, gains in math perseverance, theory of intelligence and math performance persisted at the 6-month follow-up, suggesting persistent benefits of the SRL intervention.

Conclusion

These findings underscore the value of integrating SRL interventions into regular math instruction and highlight the potential of such interventions to foster both math motivation and performance.

The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts

A. Katrin Arens, Daniel Fiedler, Johannes Hasselhorn, Jens Möller — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

The internal/external frame of reference (I/E) model explains the formation of domain-specific academic self-concepts. The generalized I/E (GI/E) model extends the I/E model to other motivational constructs, such as intrinsic value, and to various school subjects. When extending the I/E model to various school subjects, the domains of music and visual arts have seldom been examined.

Aims

This study examined a GI/E model that included achievements, self-concepts and intrinsic values in eight school subjects, including music and visual arts.

Sample

We used a sample of N = 442 German secondary school students.

Methods

The analyses were built upon structural equation modelling.

Results

The findings demonstrated negative achievement–self-concept and achievement–intrinsic value relations between math-like and verbal-like domains, indicating contrast effects. In addition, the findings demonstrated positive achievement–self-concept and achievement–intrinsic value relations among math-like domains, indicating assimilation effects. The findings further indicated negative relations between physics achievement and music self-concept, implying a contrast effect. In addition, the findings showed a positive relation between music achievement and English self-concept and between visual arts achievement and German intrinsic value, implying assimilation effects. Academic self-concept was found to fully mediate the relation between achievement and intrinsic value within the same domains and across different domains in most cases. The findings were shown to be invariant across gender groups.

Conclusion

The present study adds to the broad field of research on the I/E and GI/E models by considering the two neglected domains of music and visual arts.

Creative thinking and academic performance across cultures: Multilevel analyses based on PISA 2022

Yueling Wei, Wang Zheng, Yinqiu Zhao, Zhiyu Liu — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Creative thinking has been widely recognized as a potential contributor to improved academic performance. However, this association has not been systematically confirmed across culturally diverse societies.

Objective

This study aimed to investigate the relationship between creative thinking and adolescents' academic performance, and to examine the moderating role of two cultural dimensions from the Minkov–Hofstede model: individualism–collectivism and flexibility–monumentalism.

Methods

Using data from the 2022 Programme for International Student Assessment (PISA 2022), multilevel analyses were conducted based on responses from 376,130 adolescents across 48 countries/regions.

Results

The analyses revealed a significant positive relationship between creative thinking and academic performance on a global scale. Furthermore, this relationship was moderated by cultural values: in more individualistic societies, the academic benefits of creative thinking were stronger in reading, math and science; in more flexible societies, creative thinking was more strongly associated with math performance only.

Conclusions

These findings highlight the importance of considering both individual factors and broader sociocultural contexts when examining adolescents' academic performance.

Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders?

Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Youth with neurodevelopmental disorders are at risk for school failure, but little is known about the contextual factors influencing academic achievement.

Aims

Drawing on a bioecological system framework, we examined how ADHD and autism, parental educational attainment and aspects of the parent–child relationship influence educational achievement at the end of primary school, and to what extent these factors have independent as opposed to interactive effects on educational achievement.

Sample

A total of 12,477 twins born 1994–2005 from Sweden.

Methods

ADHD and autism were assessed at age nine with a structured telephone interview with parents. Among participants, n = 996 and n = 249 met screening criteria for ADHD and autism, respectively. At age 15, data on parent–child relationships and parental educational attainment were gathered. Children's school grades and eligibility for upper secondary school were obtained from a register, and used as main outcome measures. Multiple regression models with interaction terms were used to explore if the effects of family-related factors differed in students with or without ADHD or autism.

Results

ADHD or autism was associated with low academic achievement, as were all the family-related variables in multiple regression models (all p < .005). However, there was no statistical evidence (all p > .005) that the influence of family-related variables differed (i.e., were either less or more important in the prediction of educational achievement) in students with or without ADHD or autism.

Conclusions

Results were in keeping with a bioecological model of non-interacting multiple risks for educational underachievement in students with ADHD and/or autism.

The joint predictive roles of achievement task values and academic achievement on trajectories of school satisfaction among elementary school students: A latent transition analysis

Meiru Deng, E. Scott Huebner, Wang Liu, Lili Tian — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Exploring how different profiles of academic task values (ATVs) and academic achievement (AA) influence students' school satisfaction should enrich understanding of how school satisfaction develops in specific academic situations.

Aims

This study aimed to identify profiles of ATV (attainment value [AV], utility value [UV]) and AA, as well as heterogeneous trajectories of school satisfaction, and then examine the joint predictive effects of ATV and AA on the development of school satisfaction.

Sample

A total of 3548 Chinese elementary school students (M _age = 8.94 years, SD = 0.72; 54.2% boys) completed five-wave assessments every 6 months across 2.5 years.

Methods

Data were collected through self-reports of ATVs and school satisfaction, while AA data were collected from final examination scores at the end of each semester.

Results and Conclusions

Latent profile analysis (LPA) and latent class growth analysis revealed six profiles of ATV and AA (i.e., congruent subgroups: congruent-low, congruent-high, congruent-moderate and incongruent subgroups: high ATV-low AA, lower UV-moderate AA, low ATV-moderate AA); and four heterogeneous trajectories of school satisfaction (i.e., high-decreasing, low-stable, high-stable, low-increasing). Latent transition analysis (LTA) indicated that students with congruent levels of AA and ATV were more likely to transition into the optimal school satisfaction groups (high-stable and low-increasing groups), whereas students with greater gaps between AA and ATV were more likely to transition into the adverse groups (i.e., low-stable and high-decreasing groups). These findings highlight the need for educators to tailor interventions to distinct groups to optimize students' school satisfaction.

Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language

Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy.

Aim

To evaluate a brief, novel lexical inference intervention for homonyms.

Samples

Children aged 7–8 years (Study 1: N = 180, Study 2: N = 76). Study 2 included children with English as an Additional Language (EAL, n = 37).

Methods

In two randomized controlled trials, participants were assigned to either inference training or control (Study 1: spatial training; Study 2: implicit exposure through reading). Their receptive knowledge of taught and untaught homonyms was measured before and after the intervention, and in Study 2, metacognitive and inference skills too.

Results

Those in the inference interventions showed greater gains in receptive knowledge than control groups. In Study 2, children also showed improvement in the inference test with homonyms, and while children with EAL had a specific challenge with receptive knowledge of homonyms compared to their EL1 peers, the intervention was equally effective for both groups. Receptive knowledge and inference with homonyms predicted unique variance in reading comprehension. The intervention showed limited transfer to untaught words, although patterns of errors provided some indication of improved understanding.

Conclusions

A brief inference training is effective for gaining knowledge of homonyms, with limited transfer to untaught words, and the intervention is equally effective for children with EAL and EL1. The findings also showed the importance of homonym understanding and inference for children's reading comprehension.

The advantages of deliberate errors in promoting college students' memory retention and transfer

Xiuyun Qiang, Xiaofeng Ma — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Errors, traditionally seen as negative, can serve as productive learning tools in low-stakes contexts. However, it remains unclear whether deliberate erring outperforms retrieval practice—another highly effective strategy—across materials and time intervals.

Aims

This study compared deliberate erring, retrieval practice, and copying in terms of immediate/delayed retention and transfer while examining learners' metacognitive evaluations. A copy condition served as a baseline to compare two active learning techniques.

Samples & Methods

Two experiments with college students used conceptual terms (Exp1, N = 96) and text passages (Exp2, N = 103). Both measured immediate/delayed retention, transfer, and metacognitive judgements across three learning conditions.

Results

In Experiment 1, immediate retention showed only anecdotal evidence for no significant difference between deliberate erring and retrieval practice—both outperformed copying—whereas delayed retention favoured deliberate erring. Transfer performance consistently favoured deliberate erring. In Experiment 2, memory retention did not differ significantly between deliberate erring and retrieval practice (both superior to copying), yet deliberate erring again led to better transfer. Metacognitive evaluations systematically underestimated deliberate erring, favouring copying and retrieval practice instead.

Conclusions

Under equal-time learning, deliberate erring shows consistent advantages over copying in both knowledge transfer and long-term retention, and it demonstrates potential benefits over retrieval practice in knowledge transfer, although the latter finding requires further replication. The study also reveals a metacognitive bias against deliberate erring, providing insights into theories of memory encoding and classroom error intervention strategies.

Beyond intelligence: Exploring the role of growth mindsets in the domain of social–emotional skills

Jianhua Zhang, Faming Wang, Ronnel B. King — Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Growth mindsets refer to the belief that personal attributes can be developed and improved through learning and effort. Much of the prior work on mindsets has focused on mindsets of intelligence, with little attention devoted to whether and how growth mindsets might also be relevant to the domain of social–emotional skills.

Aims

To address this gap, this study aimed to extend research on growth mindsets to the domain of social–emotional skills and examine the associations between growth mindsets and various types of social–emotional skills. We explored five broad social–emotional skills and 15 specific facet-level skills, including task performance (self-control, responsibility, persistence), emotional regulation (stress resistance, emotional control, optimism), engaging with others (energy, assertiveness, sociability), collaboration (empathy, cooperation, trust) and open mindedness (curiosity, creativity, tolerance).

Sample

We drew on data from 29,798 fifteen-year-old students from 10 cities across nine countries.

Methods

Hierarchical linear modelling was employed to investigate the association between growth mindsets and various types of social–emotional skills.

Results

Results indicated that a growth mindset of social–emotional skills was positively associated with five broad social–emotional skills: task performance, emotional regulation, engaging with others, collaboration, and open-mindedness. These results also applied to the 15 specific facet-level skills. Interestingly, we also found that mindsets of social–emotional skills were most strongly associated with emotional regulation.

Conclusion

This study extended the growth mindset literature by applying it to the domain of social–emotional skills. Our findings may have promising implications for future interventions aimed at improving students' social–emotional skills.

Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs

Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

Successful inclusion in education depends heavily on the attitudes of teachers, and stereotypes play a significant role in shaping these attitudes. However, social desirability bias may limit direct measures of stereotypes. Combining direct and indirect measures offers better insights. But studies on SEN-specific stereotypes combining these measures are rare.

Aims

This study aims to investigate and compare pre-service teachers' explicit and implicit stereotypes towards autistic pupils, pupils with Down syndrome, and pupils with dyslexia using direct and indirect measures.

Sample

Our sample consisted of N = 76 German pre-service teachers with an average age of 22.75 years (SD = 3.32), of which 61% identified as female.

Methods

We assessed explicit stereotypes via a questionnaire and implicit stereotypes using lexical decision tasks. To compare explicit and implicit stereotypes, we computed Kendall's tau correlation coefficients.

Results

Participants rated stereotypical adjectives significantly above the neutral midpoint for all three groups. They responded significantly faster to stereotypical than to non-stereotypical words in the lexical decision tasks, with large effect sizes for explicit ratings and medium effect sizes for implicit measures. Explicit and implicit stereotypes did not correlate significantly with one another.

Conclusion

The study found that pre-service teachers clearly endorsed explicit stereotypes and showed implicit associations in line with these stereotypes, especially towards autistic pupils and those with Down syndrome, while patterns for dyslexia were less pronounced. These results underline how common such stereotypes are in educational contexts and suggest that interventions should address both explicit and implicit bias.

Gender differences in computation strategies: Evidence across adolescent and adult samples

Fri, 08 May 2026 06:09:05 -0700

Abstract

Background

On computation items, young girls tend to use algorithmic approaches more than boys do. However, it is unclear whether these patterns persist as students progress into adulthood.

Aims

In two independent studies using different measures, we examine gender differences in computation strategy use in adolescents (Study 1) and adults (Study 2). We explore factors that might explain differences, and whether they relate to gender differences in math performance.

Samples

Study 1 uses data from students at a U.S. public high school (n = 213; 54.5% female). Study 2 uses data from U.S. adults (n = 810; 58.6% women).

Methods

Participants completed computation items, math performance measures and measures commonly found to relate to both gender and math. The unique relations between algorithm use, gender and math performance were examined while accounting for key covariates.

Results

Girls and women used an algorithm more often than their male counterparts, as did people with lower mental rotation skills and higher teacher-pleasing tendencies (Study 1) and higher test anxiety (Study 2). After including covariates, the gender difference in algorithm use decreased in Study 1 but not in Study 2. Across both studies, girls and women, and those who use algorithms more, had lower performance on problem-solving measures, as did those with higher teacher-pleasing tendencies and lower confidence (Study 1) and lower math anxiety (Study 2).

Conclusions

Gendered patterns in algorithm use within older samples and the negative relation of algorithm use with math performance point to the need for renewed focus on developing children's computational approaches.

From parent–teacher collaboration to young children's numeracy skills: An examination of the underlying mechanisms

Tue, 05 May 2026 22:30:58 -0700

Abstract

Background

Growing evidence shows that parent–teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent–teacher collaboration contributes to children's early numeracy skills.

Aims

This study examined whether parent–teacher collaboration is linked to children's early numeracy skills via parents' stress from parent–child dysfunctional interaction, perceived importance of their role in early math learning, perceived behavioural control about helping children learn math and the frequency of home numeracy activities.

Sample

One hundred eighty-two kindergarteners in Hong Kong and their parents participated in the study.

Methods

The children were individually tested, whereas their parents completed a questionnaire.

Results

Structural equation modelling revealed that higher levels of parent–teacher collaboration were associated with better early numeracy skills in children via: (1) reduced parents' stress from parent–child dysfunctional interaction and then increased home numeracy activities; (2) increased parents' perceived behavioural control about helping children learn math and then increased home numeracy activities. The higher the level of parent–teacher collaboration, the more parents perceived themselves as playing an important role in early math learning. However, parents' perceived importance of their role was not a significant correlate of the frequency of home numeracy activities.

Conclusions

This study sheds light on the importance of promoting a positive relationship between parents and teachers. It also demonstrates the necessity to promote parents' positive emotions towards their parent–child interactions and enhance parents' skills in supporting children's early math learning.

University teachers' self‐efficacy beliefs

Thu, 30 Apr 2026 00:00:00 -0700

Abstract

Aim

This study aimed to provide insight into university teachers' self-efficacy beliefs and to deepen our understanding of their relationship with teacher characteristics (e.g. years of experience, discipline and time spent on professional development activities). We investigated self-efficacy beliefs in six teaching domains.

Methods

In a cross-sectional study, 472 university teachers filled in a survey after completing a professional development programme. The UNIversity Teaching Self-Efficacy Scale (UNITSS) instrument was established using exploratory factor analysis, with reliability scores for the different domains ranging between .76 and .83.

Results

The six adapted domains included in the instrument were creating a positive learning climate, instruction/design, differentiation, student engagement, assessment and professional development. Results revealed that university teachers felt most efficacious in creating a positive learning climate and in instruction/design. Their scores in the other domains were slightly lower. Years of experience and time investment in informal professional development activities were related to higher self-efficacy beliefs in all domains.

Conclusion

We recommend that future research investigates the potential to develop university teachers' self-efficacy beliefs and whether this leads to better teaching quality.

Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationship

Xinyi Yang, Yaxin Zhang, Yue Qi, Wenjing Li, Xiao Yu — Mon, 20 Apr 2026 01:37:15 -0700

Abstract

Aim

This study aimed to examine the longitudinal dynamics between learning anxiety and learning engagement and to investigate the role of peer relationship in these associations.

Samples

Data was collected from 510 primary school students aged 9–11 (208 boys, mean age was 10.63 ± .63 years old) in Shandong Province, China.

Methods

A longitudinal design was employed to assess learning anxiety, learning engagement, and peer relationship at three waves. Latent growth models were used to examine the developmental trajectories of learning anxiety and learning engagement separately. Cross-lagged analysis was conducted to test their reciprocal longitudinal associations. Finally, a parallel process latent growth model was used to examine the relations between changes in learning anxiety and learning engagement and to investigate the predictive role of peer relationship.

Results

Results indicated that learning engagement increased over time, while learning anxiety remained stable. Cross-lagged analyses showed an asymmetric result that learning anxiety was negatively related to subsequent learning engagement, whereas learning engagement did not significantly relate to later learning anxiety. In addition, initial level of learning anxiety was negatively associated with increase in engagement, but not vice versa. Better peer relationship was significantly related to higher initial engagement. However, it was unexpectedly associated with increased anxiety over time.

Conclusions

These findings emphasize learning anxiety as a persistent barrier to learning engagement and challenge the assumption of uniformly positive peer influences. The study underscores the need for interventions addressing anxiety's long-term impacts and critically evaluating peer dynamics in educational settings.

Effects of postural intervention using a risshin chair on physical posture, class time perception, and subjective well‐being in junior high school students

Yusuke Murakami, Takashi Akiyama, Genji Sugamura — Mon, 20 Apr 2026 00:00:00 -0700

Abstract

Background

Research based on embodied cognition has demonstrated that physical posture, particularly an upright seated posture, can influence emotions and cognition. However, although students spend most of the day sitting in classrooms, intervention research on upright seated postures suitable for learning environments is limited.

Aims

We aimed to examine the effects of postural intervention via a ‘Zazen-like upright-support seating furniture’ (a risshin chair) on physical posture, class time perception, positive affect, and daily sense of fulfilment in school in a junior high school setting.

Sample

The participants were 48 second-year junior high school students (25 girls and 23 boys; M _age = 13.39 years, SD = .49) from two classes of a single grade at a public school in Japan.

Methods

Using a within-participants design, students alternated between sitting in regular and risshin chairs in an A-B-A-B-A order for approximately five weeks. At the end of each week, they completed a self-report questionnaire during the final homeroom session on every Friday.

Results

Bayesian linear mixed-effects modelling revealed significant effects of the risshin chair on posture-related outcomes, such as autonomous posture improvement, straight back, and tension release. Bayesian mediation analysis with linear mixed-effects modelling further showed that the risshin chair reduced time-related distracted thoughts, increased pleasantness, and enhanced daily school fulfilment, with these effects mediated via improved straight-back posture.

Conclusions

Although short-term, the risshin chair improved specific aspects of students' physical posture, class time perception, and subjective well-being during school compared with regular chairs.

Teacher and student mindsets in the classroom: Multilevel links with emotional support, achievement and anxiety

Katharina Asbury, Ricarda Steinmayr, Lisa Benckwitz, Bastian Carstensen — Thu, 16 Apr 2026 00:21:02 -0700

Abstract

Background

Teachers' growth mindsets are increasingly studied as predictors of student learning. However, most research relies on teachers' self-reports, leaving unclear how students' perceptions of their teachers' mindsets relate to outcomes such as achievement and anxiety.

Aims

We aimed to clarify whether and how teachers' growth mindsets shape students' emotional and academic development in mathematics. We examined how teachers' self-reported mindsets and students' perceptions of their teachers' mindsets relate to student perceptions of emotional support and student outcomes (growth mindset, mathematics achievement and mathematics anxiety). Further, we investigated whether emotional support is statistically associated with student outcomes.

Sample

Data were drawn from 883 fifth-grade students (Mage = 10.68 years, 44.6% girls) nested in 60 classrooms across 33 public schools in six German federal states surveyed across three time points over one school year.

Methods

Longitudinal multilevel structural equation models were applied to distinguish between individual (within-classroom) and classroom-level processes over time.

Results

Students' perceptions of their teacher's growth mindset were strongly linked to perceived emotional support, whereas teachers' self-reported mindsets showed no associations with emotional support or student outcomes. Students' own growth mindsets were associated with lower mathematics anxiety and higher achievement. No class-level effects or indirect pathways emerged, underscoring that growth-oriented signals operate mainly within individual teacher–student relationships.

Conclusions

Students' perceptions of teacher beliefs appear more consequential than teachers' self-reports, highlighting the importance of capturing student perspectives when linking teacher mindsets to emotional and academic outcomes.

To disclose or not to disclose: Peer influence and psychological factors in students' use of generative artificial intelligence

Yao Qu, Jue Wang — Tue, 14 Apr 2026 00:49:15 -0700

Abstract

Background

The integration of generative artificial intelligence (GenAI) into higher education has transformed academic practices and redefined the boundaries of academic integrity. Despite institutional mandates for disclosure, students frequently conceal their GenAI use, reflecting ethical uncertainty and relational risk.

Aims

This study examines how cognitive, social and emotional factors jointly shape students' willingness to disclose GenAI use, guided by Bandura's Social Cognitive Theory.

Samples

Data were collected from 409 undergraduates at a Singaporean university who reported using GenAI tools for academic purposes.

Methods

A mixed-methods design was employed. Quantitatively, hierarchical regression tested the effects of moral disengagement, perceived peer disclosure and relational comfort with peers and instructors on self-reported disclosure likelihood. Qualitatively, thematic analysis of open-text responses explored students' interpersonal reasoning and perceived risks in discussing GenAI use.

Results

Disclosure was primarily predicted by relational and social variables. Perceived peer disclosure and comfort with instructors were the strongest predictors, while moral disengagement showed weaker effects. Qualitative findings revealed that non-disclosure reflected strategic adaptation to perceived peer norms and low interpretive trust in instructors rather than moral negligence.

Conclusions

Students' disclosure behaviour is relationally embedded. Transparency depends less on compliance and more on environments that enhance trust and normative clarity. Fostering emotionally safe and communicatively transparent academic settings is essential for promoting ethical GenAI use.

Reciprocal links between student disengagement and teacher–student relationships: A four‐wave longitudinal study

Claudia Pérez‐Salas, Angélica Moé, Patricio Cumsille — Mon, 13 Apr 2026 21:34:51 -0700

Abstract

Background

High-quality teacher–student relationships are linked to engagement, yet disengaged students may view the relationship less positively, suggesting a potential reciprocal cycle between disengagement and teacher–student relationship quality. This bidirectional process has been theorized but remains underexplored at the within-person level over time.

Aim

To examine within-year within-person dynamics in student disengagement and its reciprocal associations with teacher–student relationships across a full academic year.

Sample

1031 students (46% females) from Grades 5–12 in Chile (M = 13.74, SD = 2.3).

Method

The study used a four-wave longitudinal design.

Results

A Random Intercept Cross-Lagged Panel Model showed good fit to the data (χ2312$$ {\chi}_{(231)}^2 $$ = 525.491, p < .001, CFI = .967, RMSEA = .035). The random intercepts for disengagement and teacher–student relationship were significant, indicating between-person stability. Within-person analyses showed relatively high and consistent autoregressive effects for teacher–student relationship (βs = .30–.44) but weak stability for disengagement, and all cross-lagged effects were non-significant (βs = −.13 to .06). Only at Wave 4 did the constructs covary significantly (β = −.33).

Conclusion

Disengagement and teacher–student relationships were relatively stable over time, with modest within-year fluctuations. The absence of significant cross-lagged effects suggests that, within a year timeframe, temporary within-person deviations in disengagement were not followed by systematic changes in teacher–student relationships, nor were within-person improvements followed by subsequent reductions in disengagement. Instead, the constructs showed concurrent covariation only at the end of the school year, consistent with a predominantly stable rather than lagged interplay.

Transformative moderation: Self‐control redefines the relationship between social media usage perception and academic burnout among high‐achieving adolescents

Jianyang Zhang — Tue, 07 Apr 2026 05:09:52 -0700

Abstract

Background

Social media is increasingly integrated into adolescents' daily lives, yet its relationship with academic burnout remains poorly understood, particularly among high-achieving students. Existing research has largely overlooked perceptual dimensions of social media engagement and complex mediating and moderating mechanisms.

Aims

This study examined the relationships between social media usage perception, learning engagement, social support, self-control, and academic burnout among high-achieving adolescents, integrating the technology acceptance model, conservation of resources theory, and self-regulation perspectives.

Materials & Methods

A cross-sectional survey was conducted with 1000 first-year high school students (52.3% male; M age = 15.2 years) from academically selective institutions. Structural equation modelling with latent variable interactions was employed to test direct effects, serial mediation, and moderated mediation hypotheses.

Results

Social media usage perception significantly predicted academic burnout, with social support serving as a significant mediator. The hypothesized serial mediation through learning engagement was not supported. A counterintuitive positive relationship emerged between learning engagement and burnout. Self-control transformed the relationship between social media usage perception and learning engagement from significantly negative at low regulatory levels to significantly positive at high levels.

Discussion

Findings suggest that cognitive appraisals of social media, rather than usage frequency alone, drive academic burnout. The engagement-burnout paradox highlights risks of excessive academic investment among high-achieving adolescents. Self-control emerged as a transformative moderator, enabling students with high regulatory capacity to leverage positive social media perceptions for academic benefit.

Conclusion

Outcomes of social media engagement depend on psychological resources and individual regulatory capacities rather than technological exposure alone. Interventions targeting media literacy, social support, and self-regulatory skills may most effectively mitigate academic burnout in high-achieving adolescent populations.

Trajectories of second language student classroom engagement: Profiles and correlates

Hoi Vo — Mon, 06 Apr 2026 04:49:43 -0700

Abstract

Background

Research on the development of second language (L2) student classroom engagement is growing; however, this body of research primarily relies on designs that preclude the examination of whether this development is common to all students or whether different developmental trajectories emerge for different groups.

Aim

Adopting a person-centred longitudinal approach and using growth mixture modelling, this study aims to discover distinct groups of students with varied trajectories of L2 classroom engagement over their first semester at university and to examine how these profiles of engagement trajectories shape and are shaped by classroom dynamics.

Sample

Data were collected from 497 English as a foreign language learners in Vietnam across three time points over a 10-week semester.

Method

A person-centred longitudinal design was employed, with growth mixture modelling used to identify distinct engagement trajectory groups and to examine their associations with classroom dynamics.

Results

Four distinct groups of engagement trajectories were identified: a high initial–slight increase, a high initial–stable, a moderate initial–slight decrease and a moderate initial–steep decrease group. Students who reported higher levels of perceived teacher sensitivity were more likely to be in the high initial–slight increase group than in any other groups, whereas students in the moderate initial–slight decrease group showed the lowest levels of positive classroom affect and the highest levels of negative classroom affect.

Conclusion

The findings highlight the importance of designing engagement support programs tailored to the needs of different groups of students, recognising the varied developmental trajectories of L2 student classroom engagement.

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

Sat, 04 Apr 2026 00:29:09 -0700

Abstract

Background

Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.

Aims

This study investigated the prospective associations of enjoyment, boredom and anxiety, and perceived teacher warmth and conflict, with English performance in primary school children. We also examined whether relationship quality moderated emotion–performance links and explored interactions among emotions.

Sample

Participants were 148 Italian children (45.9% girls; M _age = 8.46 years), assessed in third (T1) and fourth grade (T2).

Methods

At T1, children reported L2-related emotions (AEQ-ES) and perceived relationship with their English teacher (Y-CATS). English performance was assessed at both time points using vocabulary comprehension, vocabulary production and problem-solving tasks. Working memory and L1 proficiency were also measured. Observed-variable path models (robust maximum likelihood) predicted T2 performance, controlling for baseline performance, sex, age, maternal education, working memory and L1 proficiency.

Results

Enjoyment predicted higher T2 English performance beyond baseline performance and covariates (β ≈ .24–.26). Boredom and anxiety showed no unique main effects. Teacher conflict moderated the associations of boredom and anxiety with later performance, whereas teacher warmth did not. No significant interactions among emotions emerged.

Conclusions

Enjoyment promotes early L2 learning, likely by enhancing motivation and engagement. Teacher conflict amplified the negative impact of anxiety but attenuated the negative association of boredom, potentially reflecting a more activating teacher directiveness. These findings highlight the importance of joyful, low-conflict learning environments with practical implications for language instruction.

Motivational ecologies in AI‐supported classrooms: Teachers and ChatGPT as dual agents

Sabine Schweder — Thu, 02 Apr 2026 20:54:43 -0700

Abstract

Background

Generative artificial intelligence (GenAI) tools such as ChatGPT are increasingly integrated into classroom practice, yet their motivational–emotional implications remain insufficiently understood. Situated expectancy–value theory (SEVT) conceptualizes motivation and emotion as embedded in contextual affordances, raising the question of how AI-supported learning environments reorganize motivation.

Aims

This study examined motivational–emotional learner profiles in rubric-guided self-learning (SL) classrooms with and without ChatGPT access and tested whether perceived teacher motivational support and perceived ChatGPT assistance were associated with profile membership.

Sample(s)

Participants were 1674 German secondary students (M _age = 13.31, SD = 1.01) from non–AI-assisted SL classrooms (n = 709) and AI-assisted SL classrooms (n = 965).

Methods

Using a cross-sectional, person-oriented design, students reported interest, self-efficacy, effort, and negative emotions. Latent profile analyses were conducted separately by learning condition, followed by multinomial logistic regression.

Results

Four motivational profiles—Low Motivation, Medium Motivation, High Motivation, and one mixed profile —emerged in both contexts. Compared with non-AI-assisted classrooms, AI-assisted classrooms showed fewer students in Low Motivation (4% vs. 9%) and High Motivation (16% vs. 28%) profiles and a larger share clustered in intermediate configurations. Across contexts, higher perceived teacher support was associated with adaptive profile membership; perceived ChatGPT assistance provided additional differentiation in AI-assisted classrooms.

Conclusions

ChatGPT access was associated with a redistribution rather than an overall increase in motivation, characterized by attenuated motivational extremes. The findings point to a hybrid motivational ecology in which teacher support remains central, while AI functions as a context-dependent, emotionally stabilizing affordance.

Punchline with(out) purpose: Integrating research on instructional humour and seductive details

Lisa Bender, Alexander Renkl, Tino Endres — Sun, 29 Mar 2026 22:21:53 -0700

Abstract

Introduction

We integrated research on instructional humour and seductive details to investigate when affiliative course-related humour is effective or rather ineffective for learning. We assumed that instructional humour without a cognitive function (irrelevant humour) would have detrimental effects on learning performance resembling the seductive details effect, whereas humour with a cognitive function (e.g., humorous analogies illustrating the learning content) would foster performance.

Methods

Our hypotheses were tested in two between-subjects studies. Study 1 was conducted in the laboratory with 115 adults (M _age = 24.71); Study 2 was conducted in a German high school with 151 youths (M _age = 12.21). In both studies, participants learned from a narrated slideshow in one of four conditions: the slideshow either contained irrelevant humour, relevant humour, relevant (non-humorous) examples or no additional elements (control). We then assessed learning performance, cognitive load and affective-motivational aspects.

Results

In study 1, the relevant-humour group indeed outperformed the irrelevant-humour group in terms of transfer. We replicated this effect in study 2 for recall performance. Our comparison to the control group without additional elements was less conclusive: The irrelevant-humour group scored worse than the control group in study 1 (i.e., seductive details effect), but not in study 2. Moreover, the relevant-humour group did not clearly outperform the control group in either of the studies.

Conclusion

It may be safer to avoid irrelevant instructional humour (even when course-related) because of the risk of a detrimental seductive details effect. Further research is needed with respect to the cognitive and affective-motivational effectiveness of relevant instructional humour.

Anchors or relational risks? Educator and psychologist narratives of attachment in child–robot relationships

Dimitris Pnevmatikos, Panagiota Christodoulou — Mon, 23 Mar 2026 03:46:14 -0700

Abstract

Background

As AI-enabled social robots become more common in schools, children may form strong emotional bonds with them despite robots not being caregivers and lacking the capacities for “true” attachment. Given limited understanding of potential risks and safeguards, professional perspectives are needed to inform responsible design and educational use.

Aims

This study explores how educators and psychologists interpret children's attachment-like (parallel yet different from caregiver-child ties) bonds with social robots.

Sample(s)

123 Greek professionals (62 educators, 61 psychologists) evaluated three vignettes depicting core attachment features, applying human Attachment Theory to child-robot interactions.

Methods

Participants provided written responses to three attachment-focused vignettes, which were analysed using reflexive thematic analysis to identify recurrent themes in professionals’ interpretations of child–robot bonding.

Results

Thematic analysis revealed nine themes: secure bond architecture, robot role negotiation, and balancing potential benefits against risks. Participants emphasised trust, emotional safety, and predictability, while warning against over-identification and dependency. Personalisation, memory, and responsiveness fostered intimacy but raised also ethical concerns. Strict privacy controls and adult mediation were deemed necessary. Robots were seen as fostering emotional resilience, social scaffolding, and personalised learning, but also as causing dependency, isolation, privacy breaches, and blurred boundaries. Most participants supported a functional alliance model – robots as supervised, goal-directed learning tools that enhance socioemotional development and transfer it to human relationships, not as attachment substitutes.

Conclusions

The Child-Robot Emotional Bonding Ecosystem framework integrates these insights, showing how design, mediation, and pedagogy shape development. Findings from Greece stress intentional design, adult guidance, and strict ethics to support, not supplant, human growth.

Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task: A multimodal data approach

Mon, 16 Mar 2026 20:44:34 -0700

Abstract

Background

Scholars have reached a consensus on the influential roles and dynamic characteristics of epistemic emotions during the problem-solving process; however, few research provided empirical evidence to reveal the temporal progression of these emotions.

Aims

This study leverages multimodal data—self-reports and physiological sensors—to examine variations in a focal epistemic emotion across learning phases and performance levels and to uncover transition patterns among different epistemic emotions.

Samples

A total of 105 students enrolled in a five-year undergraduate medical program were involved in the data analysis.

Methods

Participants diagnosed a virtual patient in an intelligent tutoring system designed based on the self-regulated learning (SRL) model. We recorded electrodermal activity (EDA) peaks as an indicator of physiological arousal and collected self-reports of surprise, curiosity, confusion, enjoyment and boredom across three SRL phases. Two-way mixed-design ANOVAs examined variations in the focal emotion and EDA peaks across the forethought, performance and self-reflection phases, comparing high- and low-performing groups. Temporal network analysis was used to identify transition patterns between emotions during the self-regulated problem-solving process.

Results

Epistemic emotions varied distinctly by performance level and SRL phase. For instance, high performers' confusion decreased over time, while low performers showed persistently high confusion. EDA peaks were more frequent during forethought and self-reflection phases for both groups. More importantly, temporal network analysis revealed several key emotional transitions, including surprise/curiosity → confusion and enjoyment → surprise/boredom.

Conclusions

Overall, this study offers empirical insights into the temporal trajectories of epistemic emotions, informing targeted emotional scaffolding across learning phases.

Cognitive test anxiety and student well‐being: An examination of bidirectional effects

K. L. Chue, Y. Lee, A. Dutt — Sun, 15 Mar 2026 21:28:40 -0700

Abstract

Background

Test anxiety is a situation-specific form of anxiety that occurs before, during and/or after a performance-evaluative context. Beyond educational outcomes, test anxiety can have detrimental effects on students' subjective well-being (SWB). However, the predictive relationship between test anxiety and SWB remains unclear as limited studies to date have examined the association using longitudinal designs.

Aims

The current study seeks to provide a more comprehensive evaluation of the predictive relationship between cognitive test anxiety and SWB, which is operationalized by the PERMA model.

Sample

The sample comprised 3497 students (2026 boys, 1471 girls) across 13 government schools in Singapore.

Methods

The PERMA domains (Positive emotions, Engagement, Relationships, Meaning, Accomplishment) and cognitive test anxiety were measured over two time points, across a span of 1 year. Separate cross-lagged panel models were set up to examine the reciprocal predictive effects between cognitive test anxiety and each of the five PERMA well-being domains independently.

Results

All five models point to the presence of a unidirectional predictive relationship between cognitive test anxiety and SWB. Students' test anxiety at Time 1 negatively predicted all five PERMA domains at Time 2, while the reverse associations were not significant.

Conclusion

Test anxiety negatively predicted students' future levels of SWB, while the reciprocal predictive pathway from SWB to test anxiety may not hold. This highlights the potential benefits of early interventions for test anxiety, which predicts higher future levels of SWB in students later along their academic journey.

Seeking effective school and family supports for adolescents' curiosity in learning: A cross‐country comparison among China, the USA and Finland

Haoyan Huang, Pingping Hu, Farhan Ali, Katariina Salmela‐Aro, Xin Tang — Fri, 13 Mar 2026 20:54:30 -0700

Abstract

Background

Curiosity in learning is a driving force for students' knowledge acquisition and academic achievement, yet its declining trend during adolescence has been observed across multiple countries.

Aims

This study aimed to identify key supports for adolescents' learning curiosity across countries by examining the associations of learning curiosity with psychological need–based supports from family and school and further comparing the effectiveness of these supports across three countries.

Method

Representative samples of 19,161 adolescents aged 10 and 15 from the OECD Social and Emotional Skills Study were selected in the study (7246 in China, 6433 in the USA and 5482 in Finland), and hierarchical linear modelling was adopted for analysis.

Results

(1) Relatedness supports, especially sense of school belongingness, stood out as the most effective factor for curiosity in learning, followed by parents' autonomy support and teachers' competence; (2) startling differences were observed between China and the other two countries: among Chinese adolescents, sense of school belonging and parental autonomy support were vital for learning curiosity, whereas in the USA and Finland, emotional supports from parents and teachers played more essential roles than the same supports in China; and (3) parents' academic communication showed modest effects on only Finnish adolescents' learning curiosity.

Conclusion

By uncovering both cross-national similarities and differences in the key curiosity facilitators, findings provide crucial insights into adolescents' learning curiosity stimulation in family and school contexts across diverse national settings.

Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction

Yoshiyuki Nakata, Andrew J. Martin, Yuichi Suzuki, Xuesong (Andy) Gao — Fri, 13 Mar 2026 20:50:42 -0700

Abstract

Background

University students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important.

Aim

This study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in Japanese university students' willingness to communicate (WTC) in English in the EFL classroom.

Sample and Methods

Harnessing self-determination theory and drawing on a sample of 396 students from five Japanese universities, single (students) and multilevel (students and classrooms) structural equation models were run to elucidate the process implicated in students' WTC in English in the EFL classroom.

Results

The study found that classroom support for EFL learning predicted psychological needs satisfaction in the EFL classroom and that psychological needs satisfaction predicted students' WTC in English in the EFL classroom. In addition to these direct effects, psychological needs satisfaction significantly mediated the links between classroom support and WTC in English.

Conclusion

Our results shed light on the role of classroom support in fostering students' needs satisfaction and WTC in English in the EFL classroom. We discuss how our results can help teachers consider the role of support in creating an optimal learning environment in the EFL classroom.

Learning flow in educational contexts: A meta‐analysis of its antecedents and outcomes

Thu, 12 Mar 2026 01:47:43 -0700

Abstract

Background

Flow is an affective and cognitive psychological state characterized by complete absorption, intrinsic enjoyment and enhanced performance. Although flow experience in educational contexts—often termed learning flow—has attracted considerable research attention, empirical findings remain fragmented across studies and theoretical perspectives.

Aims

This meta-analysis aimed to synthesize existing empirical evidence and systematically examine the antecedents and outcomes of learning flow in academic contexts. Drawing on flow theory and integrating motivational and affective frameworks, the study sought to clarify the nomological network surrounding learning flow.

Materials and Methods

A meta-analysis was conducted based on 108 independent studies comprising a total sample of 42,952 participants. Effect sizes were synthesized to examine associations between learning flow and four conceptual domains: (a) learning task and learning environment characteristics, (b) individual characteristics, (c) individual attitudes and behaviours and (d) interpersonal exchange characteristics. Moderator analyses were performed to assess the potential influence of cultural context and flow measurement approaches.

Results

The results indicated that learning flow was positively associated with optimal learning tasks, supportive learning environments, adaptive learner characteristics and high-quality interpersonal interactions. Furthermore, learning flow demonstrated positive associations with key educational outcomes, including academic performance, learning attitudes and psychological well-being. Moderator analyses showed that neither cultural context nor measurement approaches significantly influenced the observed effect sizes.

Discussion

The findings suggest that learning flow emerges from the dynamic interplay of individual, interpersonal and contextual factors within educational environments. Given that most primary studies relied on correlational designs, the results delineate a comprehensive nomological network rather than establishing causal relationships.

Conclusion

Overall, the meta-analysis highlights the importance of adopting multilevel perspectives when studying learning flow in educational settings. Future research should further investigate causal mechanisms and longitudinal dynamics to better understand how learning flow develops and influences academic outcomes.

Personal resource gains: Effective coping builds academic buoyancy, and academic buoyancy builds achievement

David W. Putwain, Laura J. Nicholson — Tue, 10 Mar 2026 08:36:01 -0700

Abstract

Background

Academic buoyancy is conceptualized as students' capacity to cope with academic challenges. Studies that examine how academic buoyancy and coping responses are reciprocally related, or that include relations with achievement, are lacking.

Aims

The study examined reciprocal relations among academic buoyancy, coping and achievement.

Sample

The sample comprised students aged 16–19 years in upper secondary education. At the first wave of data collection, there were 533 students (138 male, mean age = 16.4 years).

Methods

Data were collected in five waves over two school years. Achievement was collected in waves one, three and five. Academic buoyancy and coping were measured in waves two and four via self-report questionnaires.

Results

Data were analysed in a structural equation model. Adaptive coping positively and non-adaptive coping negatively predicted subsequent academic buoyancy. Additionally, academic buoyancy predicted subsequent achievement. A positive indirect relation from adaptive coping to subsequent achievement was mediated by adaptive coping.

Conclusions

The findings show that personal resources can operate in cycles of resource gain as ‘co-travellers’; effective coping can build academic buoyancy, and academic buoyancy can lead to better achievement. Moreover, study support for students could include ways to develop effective coping responses.

Is procrastination among students lower in group work? Evidence from a registered field experiment

Markus Koppenborg, Joachim Hüffmeier, Katrin B. Klingsieck — Tue, 10 Mar 2026 02:14:24 -0700

Abstract

Background

Research on procrastination mostly focuses on person-related antecedents and neglects situational and social factors, such as group work. Prior research indicates that conjunctive and additive group work may increase individual effort and performance as compared to individual work.

Aims

Based on these findings, we investigate whether conjunctive and additive group work may also help reduce procrastination as compared to individual work.

Methods

In a registered field experiment, N = 218 students with high levels of trait procrastination worked on an academic task over the course of 10 days in one of three conditions (individual work vs. conjunctive group work vs. additive group work). Dependent variables comprised task procrastination, task performance, and positive and negative task-related affect.

Results

Regarding conjunctive group work, results are mixed, with some evidence that conjunctive group work leads to lower procrastination as compared to individual work. Both types of group work resulted in higher negative task-related affect when assessed prospectively. No other effects were found.

Conclusions

The findings contribute to the idea that targeted changes in the learning environment, such as the implementation of group work, may help reduce procrastination.

Teacher–student relationships in practice: Student perceptions of positive teaching

Orly Shapira, Fadia Naser Abu‐Alhija, Benzi Slakmon — Sun, 08 Mar 2026 04:04:27 -0700

Abstract

Background

Teacher–student relationships (TSR) significantly shape teaching and learning processes. Current research rarely leverages qualitative analyses of students' perceptions, leaving a critical gap in understanding how positive TSR manifest from students' perspectives.

Aims

This study explores students' perceptions of the enactment of positive relationships in classroom settings, identifies teacher behaviours perceived as relationally significant, and examines how these influence emotional and academic experiences.

Sample

Participants included 16 middle school students (aged 13–14) and four teachers identified as ‘relational experts’ in a large urban public school. Teachers were selected via convergent ratings from school principals and a survey of 175 recent graduates.

Methods

A qualitative study design was used. Twenty lessons taught by relational experts were video-recorded and analysed to identify relational moments. These were used as stimuli in episodic interviews with students. Thematic analysis with inter-rater validation was conducted to identify categories of relational practice and student-perceived outcomes.

Results

Terms such as ‘friendship’ and ‘family’ are used to describe the relationship, yet students maintain respect for teachers' authority. Positive relationships are associated with positive feelings about subject matter and also act as a buffer against challenging classroom interactions. Ten relational practices teachers perform in class are identified and detailed (e.g., humour, openness, interest).

Conclusion

This study shows how long-term TSR are affected by classroom interactions and provides a grounded typology of classroom-based verbal relational practices, offering practical tools for advancing relational pedagogy.

Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiety

Zeyiting Gao, Yuran Chen, Chun Chen — Fri, 06 Mar 2026 23:35:20 -0800

Abstract

Background

Academic performance during adolescence is shaped by the interplay of cognitive and emotional processes. According to the Self-Regulatory Executive Function (S-REF) model, maladaptive metacognitive beliefs (MB) contribute to anxiety, while deficits in emotion regulation may exacerbate this process. However, little is known about how specific MB dimensions interact with ED to influence anxiety and academic performance among Chinese adolescents.

Aims

This study investigated whether ED moderated the relationship between MB dimensions and anxiety and whether the indirect effect of MB on academic performance via anxiety was moderated by emotional dysregulation (ED) in Chinese adolescents.

Sample

A total of 353 middle school students (ages 12–15; 174 females) from Zhejiang Province, China, participated in the study.

Methods

Participants completed questionnaires on MB (MCQ-30), ED (DERS-16), and anxiety (DASS-21 Anxiety Subscale). Academic performance was indexed using standardized examination scores. Latent moderated structural equation modelling (LMS) was used to test the moderated mediation effects.

Results

Results revealed that ED significantly moderated the positive relationships between negative beliefs, cognitive confidence and need for control with anxiety. Furthermore, an inconsistent mediation (suppression) effect was found, where the negative beliefs were positively associated with academic performance, while ED amplified the negative indirect effect of negative beliefs on academic performance via anxiety.

Conclusions

These findings underscore the importance of targeting both maladaptive MB and ED in school-based interventions. Targeting specific MB components, such as negative beliefs, may be particularly beneficial for adolescents with poor emotion regulation capacities.

Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining ‘Passport Skills for Life’

Mon, 02 Mar 2026 21:14:17 -0800

Abstract

Background

There is increasing interest in the circumstances under which universal school-based social and emotional learning (SEL) interventions can be most effective, and how implementation moderates intervention outcomes. We focus on the implementation of ‘Passport Skills for Life’, an SEL intervention that has been introduced into over 100 schools in England to date.

Aim

We examined the experiences and perceptions of both school staff and children in delivering and engaging with Passport.

Method

We report on the implementation and process evaluation of a large cluster randomized controlled trial conducted in mainstream primary schools across Greater Manchester and surrounding areas. We used a qualitative longitudinal design, engaging with children, teachers and senior leaders in five case study schools via focus groups and interviews. We used reflexive thematic analysis to build an integrated picture, guided by relevant implementation theory on dimensions of, and factors affecting, implementation. We triangulated and examined differences in thematic representation among participant groups to understand differences in perspectives.

Findings

Teachers generally reported high fidelity, but commonly made adaptations. The comic book format, emotional reflection opportunities and sensitive content of Passport were considered distinctive and valuable, though implementation was shaped by factors including school context and limited programme differentiation for children with SEND. Children, teachers and SLT were generally aligned in perspectives, with greater within-group divergence.

Conclusions

Findings highlight the need for inclusive, sensitive and context-responsive SEL design, alongside guidance and support to ensure fidelity without compromising accessibility, impact or flexibility.

Emotional and motivational experiences in teacher–student relationships and psychological need satisfaction during adolescence: A latent profile and latent transition analysis

Fabian Schimmelpfennig, Diana Raufelder — Wed, 25 Feb 2026 20:29:57 -0800

Abstract

Background

Emotional and motivational aspects of teacher–student relationships are central to adolescents' psychological need satisfaction and academic development. However, few longitudinal studies examine how these relational experiences evolve during adolescence or co-occur with emotional-motivational functioning.

Aims

Drawing on the Self-Determination Theory and recent models of emotion transmission in classrooms, this study aims to explore how students' emotional and motivational perceptions of teachers co-occur with psychological need satisfaction in distinct developmental profiles and to examine their transitions over time during adolescence.

Sample(s)

The sample consisted of 779 German secondary school students (57% female; aged 12–15) from high-track schools, surveyed in Grade 8 (T1) and Grade 9 (T2).

Methods

Latent profile analyses (LPA) and latent transition analyses (LTA) were conducted using six indicators: socio-emotional teacher–student relationship, perceived teacher motivation (positive/negative), and satisfaction of autonomy, competence and relatedness needs. Gender and academic grades were included as covariates.

Results

Three distinct profiles emerged: (1) emotionally disconnected & controlled, (2) emotionally ambivalent & uncertainly self-determined and (3) emotionally safe & self-determined. While transitions towards the moderate profile were most common, extreme profiles remained relatively stable. Lower academic performance significantly predicted membership in less favourable profiles.

Conclusions

Findings underscore the intertwined nature of emotional relationships and motivational experiences in adolescence. Socio-emotional teacher support emerged as a key differentiator between profiles. Interventions should target emotionally supportive climates to foster students' psychological need satisfaction and engagement.

Revisiting educational assumptions: The surprising negative link between creative extracurricular activities and creative thinking in PISA 2022

Sofiia Kagan, Denis Dumas, Yoojoong Kim — Wed, 25 Feb 2026 00:00:00 -0800

Abstract

Background

While skill development is generally linked to relevant practice, the 2022 PISA creative thinking report revealed a negative association between students' creative thinking performance and their engagement in creative activities.

Aims

This study explored whether this negative association was linear, persisted across countries and remained after accounting for psychological and contextual moderators.

Sample

We used PISA 2022 creative thinking assessment data. The final analytical sample included 372,193 students across 49 countries.

Methods

We conducted correlation analysis and multiple regression with creative thinking as the outcome and creative activities as well as other contextual and psychosocial factors and their two-way interactions with creative activities as predictors.

Results

Creative thinking was negatively correlated with both in-school (r = −.25) and out-of-school (r = −.32) activities, a pattern observed in 47 of 49 countries. After controlling for other predictors, both types of activities remained negative predictors of creative performance (β = −.06 and β = −.27, respectively). However, the interactions revealed that openness to intellect and creative self-efficacy moderated the relation between out-of-school activities and creative thinking, showing small but significant positive associations, reversing the negative prediction. Additionally, feeling safe at school appeared to weakly but significantly moderate in-school activities. It should be noted that the effect sizes were relatively small and accounted for a limited amount of variance.

Conclusions

These findings suggest that creative activities may need restructuring to better support all students, and creativity measures likely need to continue to be refined.

Introducing the Socio‐Emotional School Experiences Adaptation (SESEA) model: A theoretical integration of emotions, social relationships and the experience of learning

Diana Raufelder, Juliane Schlesier — Tue, 24 Feb 2026 02:56:11 -0800

Abstract

Background

Social and emotional experiences play a central role in the daily lives of both students and teachers. Although emotions and social relationships are deeply interwoven—each shaping and reinforcing the other—emotional experiences and social dynamics are still considered largely in isolation, with limited attention being given to contextual, interpersonal and individual factors that influence them.

Aims

Accordingly, this paper introduces the Socio-Emotional School Experiences Adaptation (SESEA) model, a novel theoretical framework that conceptualizes socio-emotional experiences in educational settings as dynamic, context-sensitive, adaptive responses to a range of interacting influences.

Theoretical Framework

Drawing on theories from psychology, pedagogics, social sciences and medicine—such as Control-Value Theory, Self-Determination Theory and the Social–Emotional Adaptation model, the SESEA model identifies four social domains (emotional-affective, formal-instrumental, behavioural and competence-related) through which emotional experiences are structured. These domains are shaped by individual characteristics, needs, appraisals and broader institutional and cultural conditions.

Key Propositions

Unlike existing frameworks, SESEA integrates student and teacher perspectives, allowing for a systemic understanding of classroom dynamics. The model provides a conceptual framework that may support theory-driven research and a basis for the development of innovative empirical approaches, including observational instruments and multi-method designs. It offers a foundation for examining how socio-emotional experiences and adaptation unfold over time, across actors and in diverse school contexts.

Conclusion

Potential applications include empirical validation and the development of interventions to enhance emotional well-being, relationships and learning. The SESEA model promotes a holistic understanding of emotional life in education and advances research, practice and policy.

The relation of spatial skills, spatial memory span, and two anxiety types with statistics anxiety in European and North American University students

Wed, 18 Feb 2026 20:39:28 -0800

Abstract

Background & Aims

The present two studies investigated the role of spatial cognition in statistics anxiety. The hypothesis that spatial representations and/or visuospatial skills are related to the acquisition of statistics abilities which, when lacking or unused, generate statistics anxiety is examined.

Materials & Methods

To this end, a total of 680 students in Social Sciences from 14 different universities located in one of three countries enrolled in a statistics class at the time of the study were recruited. Study 1 examined a mediation model where visuospatial and verbal working memory (WM) spans as well as spatial anxiety are predictors of statistics anxiety with mathematics anxiety as the mediator.

Results

The results show a partial mediation and strong associations between all three types of anxiety (i.e., spatial anxiety, mathematics anxiety and statistics anxiety). The subscale statistics interpretation anxiety was best predicted by visuospatial WM span. Study 2 examined a path regression model where performance on a spatial and a verbal task along with spatial anxiety are predictors of statistics anxiety.

Discussion

The results indicate that the mental manipulation subscale of spatial skills is a strong predictor of mental manipulation anxiety which, in turn, predicts interpretation anxiety in statistics.

Conclusion

Both studies support the role of spatial cognition in statistics understanding. These results have implications for the teaching and learning of statistics.

A mode comparison study about the effect of tracing on children's poem learning in actual classroom contexts

Mon, 16 Feb 2026 22:40:59 -0800

Abstract

Background

Research on tracing has predominantly examined instructional materials in science and mathematics, with limited attention to humanities-based content. Moreover, most studies have been conducted in tightly controlled laboratory environments. The narrow focuses may constrain the generalizability of the observed tracing effect.

Aims

Guided by the ICAP framework and cognitive load theory, this study investigated the effects of different learning strategies (tracing, reading and drawing) on children's recall, comprehension and cognitive load when studying an ancient Chinese poem, a prototypical form of humanities-based text.

Samples

Participants included 93 fifth-grade children recruited from three classes at an elementary school in China.

Methods

Classes were randomly assigned to one of three experimental conditions: tracing, reading or drawing. Using the parallel-mode and cross-mode comparisons in an authentic classroom context, we examined how these strategies influence learning outcomes. During the class, children were instructed to learn an ancient Chinese poem. Afterwards, their recall accuracy, comprehension accuracy and cognitive load were assessed. Data analyses were conducted using (generalized) linear mixed-effects models.

Results

Results indicated that the tracing class outperformed the reading class in recall accuracy, which exceeded the drawing class. Similarly, the tracing class demonstrated superior comprehension accuracy compared to both the reading and drawing classes. However, no significant differences were observed across classes in extraneous or intrinsic cognitive load.

Conclusions

These findings provide support for the potential value of tracing (but not drawing) in children's poetry education.

The path of promoting adolescents' physical exercise: Based on the control‐value theory of achievement emotions

Ting Zhang, Hongwei Han — Mon, 09 Feb 2026 21:44:27 -0800

Abstract

Purpose

This study applied the control-value theory of achievement emotions (CVTAE) to investigate how teacher and parent autonomy support influences adolescents' physical exercise through control-value appraisals and achievement emotions in physical education (PE) classes.

Methods

A sample of 614 Chinese secondary school students (mean age = 14.75 years) completed paper questionnaires measuring autonomy support, academic control, task value, classroom enjoyment and boredom, exercise volume, and adherence.

Results

Results from structural equation modelling (SEM) showed that both teacher and parental autonomy support positively predicted students' perceived academic control and subjective task value. These appraisals, in turn, fostered greater enjoyment and reduced boredom in PE classes. Enjoyment significantly increased both exercise volume and adherence, whereas boredom negatively impacted only adherence. Mediation analyses revealed that autonomy support indirectly affected exercise outcomes through sequential pathways involving control-value appraisals and classroom emotions.

Conclusion

The findings underscore the importance of autonomy-supportive practices from both educators and parents in shaping positive cognitive and emotional experiences in PE classes, thereby promoting adolescents' sustained engagement in physical exercise.