This study presents an analysis of emotion-regulation (ER) strategies used by Thai tertiary-level English as a Foreign Language (EFL) teachers in response to different classroom stressors. Q methodology--a mixed-methods approach that combines qualitative and quantitative techniques--was employed to identify, characterize, and compare teachers'…

In the first years of a teaching career, teachers experience high levels of distress, and the attrition rate appears to be high. Early-career teachers do not always feel well prepared for their job and feel insufficient support during their first experiences as a teacher. Induction programs, professional development, and school support could equip…

Parents play an important role in shaping behavioral and motivational outcomes in their child's education, presumably even more so during the COVID-19 pandemic, where concomitant school closures forced students worldwide to learn remotely at home, affecting socio-economically disadvantaged students most negatively. However, it remains unclear how…

Teachers experience and express various emotions of different qualities and intensities. They also adopt emotion regulation strategies to increase teaching effectiveness and maintain professionalism. Previous reviews of teachers' emotion regulation have focused on their emotional labor (i.e., deep and surface acting)--a subdimension of emotion…

Teachers' daily competitive and cooperative practices impact students' motivation and academic achievement. The present research was conducted among French in-service teachers. Our goal was to examine one of the predictors of the use of competitive and cooperative pedagogical practices by teachers: their belief in school meritocracy. A sample of…

According to attributional theory, when the application of effort leads to success we praise the achievement. Effort and ability, however, are seen as compensatory and thus, paradoxically, being praised can lead to attributions of low ability. Our study investigates whether praise, not for academic performance, but for social classroom behavior,…

Recently, integrated STEM projects have been introduced into school curricula in an attempt to increase students' understanding and interest in pursuing STEM subjects in senior high school and university. However, little is known about the classroom emotional climate in STEM classrooms and its effect, along with teacher-student interpersonal…

Self-construal refers to how individuals view themselves independently from others (Independent self-construal) or interdependently with others (Interdependent self-construal). Although the self-construal theory claimed a connection between self-construal and motivation, none of studies explored the relation between self-construal and reading…

In this paper we investigate whether and if so why different pathways to higher education (HE) have an effect on the development of the intention to study and its motivational factors of pupils from different social backgrounds. In Germany as well as in many other countries, non-traditional pathways--mostly vocational oriented schools, but also…

Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the…

Although intercultural practices are believed to be extremely relevant to combat educational disadvantages, evidence on the factors that are related to their implementation is not yet well established. This study aims to deepen the understanding regarding the implementation of intercultural practices by professionals working in disadvantaged and…

This study investigated the extent to which students' social-emotional basic psychological need satisfaction (of social-emotional autonomy, social competence, relatedness with students, and relatedness with teachers) is associated with their prosocial motivation and, in turn, behavioral and emotional well-being outcomes. For motivation, autonomous…

An abundance of literature has examined barriers to women's equitable representation in science, technology, engineering, and math (STEM) fields, with many studies demonstrating that STEM fields are not perceived to afford communal goals, a key component of women's interest in future careers. Using Goal Congruity Theory as a framework, we tested…

This study evaluated the impact of a school-based program designed to reduce implicit prejudice towards migrants in fifth-grade school children. The program used empathy and perspective taking and direct and indirect contact as strategies to reduce ethnic prejudice. Multiple activities were used, including drawings by migrant children as…

Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative concerns) and, in turn, engage in more behaviors that promote academic success (e.g., class attendance and engagement). Although many instructors personally endorse growth (vs. fixed)…