British Journal of Educational Psychology, EarlyView.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.
Fabian Schimmelpfennig, Diana Raufelder
wiley +1 more source
Career choice, training satisfaction, and retention intentions among healthcare apprentices: a cross-sectional study in rural Germany. [PDF]
BMC Health Serv ResEhlert A, Oberschachtsiek D.
europepmc +1 more source
British Journal of Educational Psychology, EarlyView.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 ...
Diana Raufelder, Juliane Schlesier
wiley +1 more source
The double-edged sword effect of social comparison orientation on college students' creativity from the perspective of envy. [PDF]
Front PsycholZheng W, Wang B, Cai L, Zhu Z, Jiang Y.
europepmc +1 more source
Teacher–student relationships in practice: Student perceptions of positive teaching
British Journal of Educational Psychology, EarlyView.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.
Orly Shapira +2 more
wiley +1 more source
Perceived need-supportive biology course climate, learning engagement, and continuing biology learning intention: a cross-sectional SEM study of Chinese university students. [PDF]
Front PsycholMou D, Wang C, Jiang J.
europepmc +1 more source
British Journal of Educational Psychology, EarlyView.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 ...
Dimitris Pnevmatikos +1 more
wiley +1 more source
Motivational ecologies in AI‐supported classrooms: Teachers and ChatGPT as dual agents
British Journal of Educational Psychology, EarlyView.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 ...
Sabine Schweder
wiley +1 more source
Physical Education as a Lifestyle Learning Environment for Neurobehavioral Well-Being: A Narrative Review. [PDF]
Behav Sci (Basel)Zhou B, Wang N, Luo X, Zhao J.
europepmc +1 more source
Trajectories of second language student classroom engagement: Profiles and correlates
British Journal of Educational Psychology, EarlyView.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‐
Hoi Vo
wiley +1 more source