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Elasticity, the capacity for students to explore or investigate their own questions of interest during or after teacher-directed events in the classroom, is highly beneficial for students in terms of their retention and deeper understanding of the content. An elastic environment is child-centered and inquiry-based. An inelastic environment (teacher-directed) results in students refraining from asking, investigating, or exploring their interests/curiosities. Teachers' perceptions of their classroom environments become an important consideration when evaluating their ability to enact elastic explorations. In this pilot study, teachers (two separate public-school districts) completed surveys describing perceptions of elasticity in their classrooms. Results indicate teachers' high value for elasticity in learning, inquiry-based investigating, and authentic student questioning. However, most teachers describe their environments as highly inelastic due to multiple barriers including time, standards, testing, stress, and a lack of training. The authors discuss potential pathways for increasing elastic environments including teacher training, professional development, and administrative support. The authors also discuss the relationship between teachers' beliefs and developing an elastic classroom environment.

In this article, I offer my observations of the epistemological shifts that have taken place in the TESOL discipline as a result of the inexorable forces of globalisation. Specifically, the article highlights how the multicultural, multilingual, and multimodal nature of communication in the 21st century has disrupted various assumptions on how English is conceptualised, learned, and taught, prompting a shift in disciplinary discourses from a modernist to postmodernist orientation. Readers will gain insights into how the TESOL discipline is increasingly aligning itself with discourses that endorse inclusive plurality, emphasize processes and practices, recognize the role of everyday contexts, promote situated pedagogy, and advocate agency-giving.

Currently, the aviation business is a popular service that helps people travel conveniently, quickly, and safely. People in the airline business have become more stressed with the need to learn about inflight safety-based competence to effectively serve the broad range of passengers' needs. One reason for this is the nature of their jobs, which also affects their learning. Therefore, this research study developed an autonomous learning model to enhance inflight safety-based competence for cabin crew and then studied the effects of using an autonomous learning model to enhance inflight safety-based competence for cabin crew. This study was conducted in two parts using research and development methodology (R&D). The first phase identified problems and needs in learning about inflight safety-based competence, while the second stage examined the results of using the developed learning model. The results revealed that an autonomous learning model consisted of the model's purpose, identification and management of learning goals, knowledge development of learning strategies, the trainer's role, practical ideas, and reflection on and evaluation of the learner's learning. Furthermore, the cabin crew members had improved scores in inflight safety-based competence learning in four areas: safety policy, risk management, safety promotion, and safety assurance, compared before participating in the autonomous learning model testing. The vital learning promotion course for cabin crew dealing with the inflight safety of the passengers. The developed autonomous learning model should enhance the inflight safety-based competence of cabin crew.

This explanatory sequential method was used in this study to investigate the non-native English speakers' extent of connectedness and willingness to communicate and their display of agency in the Filipino classroom. The participants of the study were foreign students whose first or second language is not English and who completed surveys on classrooms related to connectedness and willingness to communicate. They are currently enrolled in the University of Baguio during the school year 2019-2020. They have been in the Philippines for at least one year. Furthermore, these students are presently enrolled in at least one major subject of their field of specialization. The respondents often (M = 4.08; SD = 0.63) connect and are occasionally (M = 3.25; SD = 0.48) willing to communicate with their classmates in a classroom setting. Moreover, purposive sampling was used in the selection of the research's participants. Twenty (20) respondents participated in the study. An interview and focus-group discussion were used to determine their styles in displaying agency in the classroom. Outcomes show that foreign students connect with their classmates often. Further, they also occasionally demonstrate a willingness to communicate with their classmates. Thus, the study reflects a low, positive relationship between the foreign students' connectedness and willingness to communicate within the classroom. The non-native English speakers exhibited agency in the classroom by initiating individual empowerment, participating in communicative interactions, and gaining social recognition.

Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people's images of the future has shown how technology plays a central role in how we imagine the future and the changes that shape it. This suggests a need to address the role of perceptions of future sociotechnical change and agency in students' thinking, as it may instruct the development of action-oriented critical scientific literacy. Thus, in this study, we examine how images of the future reflect students' perceptions of sociotechnical change. Employing abductive qualitative content analysis on 58 upper secondary school students' essays describing "a typical day" in the future, we focused on how students' depictions of future sociotechnical change vary along three dimensions: from static futures to radical transformation, from nonproblematic change to issues deeply relevant to societal deliberation, and various framings of who, if anyone, has agency. We found that students' images of the future contained wide variation in the discussed range of sociotechnical change, while technology was discussed typically in nonproblematic and sometimes in more critical, problematised ways. Indications of agency were mostly vague, but students occasionally attributed agency over sociotechnical change to the general public, specialised experts and themselves. We conclude by discussing the potential implications of the results in regard to recent definitions of scientific literacy as well as future-oriented pedagogies in science education.

Identifying factors influencing career counseling services and providing interventions to increase utilization is crucial because only a few individuals facing career problems use these services. Utilizing the moderated mediation effect of career decision-making autonomy on the mediated model of self-concealment, career stress, and attitudes toward career counseling, this study analyzed 307 college students in South Korea. This study investigated whether career stress mediates the relationship between self-concealment and attitudes toward career counseling. Additionally, it examined whether career decision-making autonomy moderates this mediated model. The results suggest that career decision-making autonomy is crucial in seeking career counseling services to cope with stress. Implications for further research, limitations of this study, and interventions for increasing using career counseling are discussed.

This article proposes that researchers should seek to understand the value conflicts inherent in the career choices of gifted students. This study explored those conflicts using a narrative analysis based on the McAdams (1993) model of personal meaning-making. The subjects were two gifted female political leaders: Ellen Johnson Sirleaf and Jacinda Ardern. The findings showed that each leader enacted predominantly agentic motives in responding to political challenges and crises; communal motives were enacted as well, but with lower frequency. These results are discussed in relation to the conflicting values and motivations that extraordinarily talented students encounter in forming a cohesive life plan.

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combining the COPUS and self-determination survey results are presented.

This study examined the reciprocal dynamics of teacher autonomy support with student motivation and engagement during late elementary and early middle school. A total of 861 students in grades 5-7 reported on three components of teacher autonomy support (choice, relevance, and respect), as well as their own engagement and self-system processes (autonomy, competence, and relatedness) at the beginning and end of the same school year. Examination of feedforward effects showed that changes in aggregated teacher autonomy support predicted changes in all three self-processes and engagement; but feedback effects suggested that only student autonomy uniquely predicted changes in the autonomy support teachers subsequently provided. The three components of teacher autonomy support showed somewhat differentiated feedforward and feedback effects depending on the individual student outcome. Finally, person-centered analyses suggested that the effects of the components of autonomy support were cumulative. Together, such feedforward and feedback effects could create virtuous and vicious cycles that may contribute to the generation and maintenance of differentially motivationally supportive teacher-student transactions.

Building on prior research documenting associations between youth purpose and academic, psychological and physical well-being, this study examined the contributions of workplace learning (WPL) to youth purpose and internal motivation among 281 youth of diverse racial and ethnic identities and economic status enrolled in two high school networks offering innovatively designed WPL. Sequential regression analyses revealed that the quality of WPL, defined by mentor support for training, learning opportunities, and youth autonomy, contributed positively to youth purpose and internal motivation, beyond the negative effects of perceived social and economic barriers. Findings are discussed through the perspectives of psychology of working, decent education, self-determination theory and career construction and suggest that WPL is a promising intervention for overcoming inequities in fostering youth talent and purpose, including personal goals, meaning and intentions for social contribution.

Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered and qualitatively analyzed to identify key perspectives and classroom practices that lead to the educators' successful facilitation of play to support literacy. Results of this study showed how different core literacy skills can be supported through different types of play, with each offering unique and critical opportunities for learning. Results also demonstrated how a multitude of core literacy skills can be supported through guided approaches to play, and begin to illustrate how teachers are facilitating a continuum of guided play to support literacy learning.

An increasing culture of performativity has led to changes in the organizational landscape of academic institutions. While the impact of these changes on outputs is well documented, their impact on academics' strategic research agendas is still an emerging topic. This study expands upon previous research on this issue and focuses on comparing these dynamics across all fields of science using a global sample of academics. We found that most of the relationships between organizational features and research agendas were mostly consistent across disciplines, with variations mainly in the strength rather than the direction of effects. The perceived access to resources, autonomy, and collegiality was the key driver in promoting ambitious, collaborative, discovery-driven, and multidisciplinary agendas. Furthermore, our findings suggest a concerning trend in research institutions: academics that are more willing to stay in their institutions and are more aligned with its demands are less inclined to pursue trailblazing agendas. Although most of these effects were universal, some field-specific dynamics are also discussed, notably in what concerns the so-called "hard" sciences. This study highlights the importance of promoting a collegial environment with a high degree of autonomy to foster discovery-driven research and underscores the potential risks of the "publish or perish" culture prevalent in academia.

Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development.

The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people's transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's "habitus, capital," and "field." Findings indicate that the parents provided ample opportunity for self-exploration to encourage autonomy coupled with opportunity to explore and participate in the wider community, leading to a successful transition experience. The findings suggest that a contrasting, alternative career preparation method can be successful; one that values autonomy over the traditional approach which involves a scaffolded set of knowledge and skills. This study indicates that the transition can be successfully facilitated by providing young people with opportunity for autonomous self and career exploration in the community, without the standardised assistance provided through schools.

Across Australia, early years learning frameworks recommend digital technologies be integrated into early years centres. Introduced in 2009, the Early Years Learning Framework, requires educators to foster children's use of technologies for accessing information, investigating ideas, and representing their thinking. The National Quality Framework also encourages children to engage with digital technology for experimentation. Using a researcher created Digital Technology Activity Framework for early years centres, this study examined broad digital technology integration in a sample of Australian early years centres. Using desktop audits, interviews and observations, the study found that while digital technologies were widely embedded, there were significant opportunities evident for further promoting children's agency with devices. These findings suggest that to support children's achievement of learning outcomes with digital technologies, greater sector-wide professional learning and aligned resources in effective digital pedagogy and policy development would be valuable for both early years centre directors and educators.

A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student-centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: "multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency." The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices.

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.

In education, there is a risk that joy in learning is counteracted by allowing a performance culture to dominate. Research shows that emotions are of great importance for results, motivation and well-being. This study aims to add knowledge about the essential meanings of joy in learning based on students' lived experiences and thereby implications for the learning environment. The essence of the phenomenon of joy in learning has been formulated through descriptive phenomenological analysis. Qualitative data consists of 25 narratives from students engaged in voluntary forms of education. The study shows that joy in learning emerges throughout the learning process, when students discover that they gain knowledge, understand and can control their learning process and achieve something with their knowledge. The implications for teaching involve awareness of the learning process providing a balance between structure, support, challenge and personal choice which was valued along with relationships that contribute to autonomy.

As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This theoretical essay pulls from philosophical and social psychological literature to make the case that educators have an intergenerational obligation to educate youth on climate change and that solidarity between educators and students represents a fruitful path forward. Solidarity in climate change education may help youth better manage their climate anxiety and channel this emotion into action. Solidarity expands upon current climate change teaching efforts by advocating for meaningful dialogue between students and educators, grounding action in the unique social-ecological systems within which the learning process is occurring, and fostering realistic hope and agency within students.

The paper analyses global online labour platforms (OLPs) through the lens of the Expansive-Restrictive Learning Environments framework. The framework articulates a set of structural factors that enable or constrain workplace learning and development. The paper draws on multistakeholder, mixed-method empirical data to illustrate how OLPs are emerging as learning environments, where new and reconfigured skills, learning practices, and new forms of learning support emerge in response to the radically distributed and fragmented nature of this work. Against portrayals of OLPs as places of deskilling work devoid of learning opportunities, the paper contributes a more nuanced understanding of the duality of OLPs as simultaneously restrictive and expansive. Three dualities of OLPs emerge from the study: (i) their espoused vision restricts organisational support for workforce development, yet stimulates self-directed learning; (ii) their enacted workplace curriculum is patchy and opaque, yet offers novel structural features supporting learning and development; (iii) workplace learning practices in OLPs are autonomous, yet not atomised. The paper illustrates how structure and individual agency interact in OLPs to create and configure learning opportunities for workers and informs practitioners about the current learning and development features and practices in OLPs.

This study investigated multilevel models of homework time management involving Chinese middle school students. At the individual level, homework time management was positively associated with arranging the environment, monitoring motivation, time on homework, and teacher and parent autonomy support. Additionally, homework time management was positively related to teacher autonomy support at the class level. Taken together, this study extended previous research, by indicating that homework time management was positively related to teacher and parent autonomy support when accounting for other theoretically pertinent variables. Implications of these results are explored with respect to homework practices and potential avenues for future investigation.

Personal academic agency--the thoughts, actions, and emotions that impact individual functioning at school--is central for academic success. On average, students from low socio-economic status (low-SES) backgrounds report lower levels of personal academic agency than their more advantaged peers, but there are also many who achieve academic success. Identifying different personal academic agency profiles among students from low-SES backgrounds may assist in targeting efforts to boost these factors within that population--and to identify students who are faring well, as well as those who might require additional support. This study examined five factors of personal academic agency (perceived competence, school belonging, perseverance, academic buoyancy, and conduct problems) among 20,125 secondary school students from low-SES backgrounds at 421 Australian schools. We identified profiles of students that vary in patterns of personal academic agency, and examined teaching support predictors and achievement differences associated with profile membership. Latent profile analysis revealed five student profiles: Vulnerable (9% of sample), Resigned (27%), Precarious (28%), Average (32%), and Flourishing (14%) profiles. Students' perceptions of teaching support predicted membership in more adaptive profiles (i.e., Average and Flourishing profiles)--with the most consistent teaching support predictors being emotional support, classroom management, and instructional relevance. In addition, the Flourishing profile displayed the highest achievement.

Quality early childhood care and education (ECCE) is important for young children's holistic healthy development. As ECCE scales, contextually relevant and feasible measurement is needed to inform policy and programs on strengths and areas for improvement. However, few measures have been designed for use across diverse contexts. Drawing on principles of mixed methods design, this study reports on a new approach to ECCE quality measurement: the Brief Early Childhood Quality Inventory. Using data from the USA, Liberia, and Colombia, results indicate variation in the items perceived as highly relevant to each setting and in the characteristics of classrooms including the degree of child autonomy, the types of activities, and in child/educator interactions and dialogue. However, despite this variation, a small set of items indicate potential functionality as cross-country anchor items. Findings lend support to the idea that quality measures can have some common elements with room for adaptation within and across settings. Future work in this area should address the possibility that the significance of these practices for child development also varies across settings.

This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article's research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education's cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.

Parents' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child's level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers' reports of their bicultural socialization beliefs positively predicted adolescents' reports of mothers' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents' reports of mothers' autonomy-supporting behaviors and emerging adults' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents' beliefs have significant implications for the psychological adjustment of Chinese American youth.

Despite ongoing development of the international understanding of the values and goals of inclusive education, attempts to implement it remain incomplete. This study's aim was to clarify how participation and agency are defined in research on inclusive education and how participation and agency might be more effectively promoted to enhance inclusive education. The research was conducted as a conceptual analysis with the concepts of student participation and agency as the main focus of the analysis. The conceptual analysis process surfaced five emergent themes: recognition of societal barriers at school; appreciation of student diversity and cultural competence; community and collaboration with various stakeholders; promoting students' engagement; and enabling learning for all students. These themes include academic, social, and emotional and collective dimensions. Inclusive education appears as an institution whose everyday modes of interaction, pedagogical solutions and power dynamics can be difficult to recognise, let alone change towards a participative direction. Promoting student participation and agency requires professionals in schools to have the ability to primarily renew their own agency so that they can enable students to foster future orientation and active adulthood.

Although present in large numbers, Black refugee students do not necessarily feel welcome in Canadian public schools. In fact, research has long demonstrated that they face all sorts of oppressions from peers and educators, despite the abundance of seemingly welcoming discourses in educational policies and guidelines. Through a critical analysis of six curriculum documents published by the Government of Manitoba, and in light of the tenets of the ethic of hospitality and critical race theory, in this paper I discuss the role played by educational policies and guidelines in (un)welcoming Black refugee students. In the pursuit of 'hospitable education', I explore the strengths and weaknesses found in those documents while observing areas for improvement -- with major roadblocks being linked to the pervasiveness of (White) assumptions and expectations as well as a lack of critical self-reflexivity.

Objective: The concept of the "helicopter parent" was popularized in the 2000s and 2010s by Western culture, and it has recently begun to be examined by researchers to describe parental over-involvement and intrusive behavior that impedes transition into adulthood. Research has yet to investigate the viability of this construct for adolescents when parenting is needed to facilitate the development of autonomy. The present study examined the psychometric structure of a modified "helicopter parenting" measure adapted for use in a sample with increased likelihood of highly involved parenting: adolescents with ADHD. Methods: Adolescents (n = 333; age 13-18 years; 25% female) and their parents (n = 341, 91% female) completed a survey for a study on provider training in stimulant diversion prevention in 2016 and 2017. We modified a previously validated measure of "helicopter parenting" for young adults. Other previously established parenting measures were included. We conducted principal component analysis for both informants' reports of the modified measure. We examined associations between the components and informants' demographic characteristics and parenting measures to begin to examine convergent and discriminant validity. Results: Two components were identified for adolescent and parent reports and labeled parental Intervention and Day-to-day Monitoring and Planning. These components were differentially associated with demographic characteristics and other measures of parenting. For example, across reporters, parents exhibited less Day-to-Day Monitoring and Planning for older adolescents. Racially/ethnically minoritized parents and male adolescents reported more Intervention parenting. Modest-sized statistically significant associations were found between these indicators of highly involved parenting and the other measures of parenting. Conclusion: Findings provide initial evidence of construct validity. Future work with more heterogeneous samples should examine if this measure captures adaptive parenting, or behaviors that interfere with developing independence, for adolescents with ADHD and neurotypically developing adolescents.

Web-based inquiry learning provides opportunities for students to take responsibility to regulate their learning. However, due to a lack of science inquiry-specific self-regulated learning (SRL) frameworks, there is insufficient understanding of SRL processes in inquiry-based science learning. This study aims to explore students' SRL patterns by using a comprehensive framework that combines SRL with the science inquiry process. Additionally, log-file data collected in the online science inquiry learning session were used to analyze students' SRL patterns. The results of the latent class analysis revealed four types of SRL learners: disengaged learners, proficient SRL learners, aimless reflective learners, and less reflective learners. Furthermore, we found significant differences in science achievement tests among different SRL learners. Specifically, proficient SRL learners and less reflective learners scored significantly higher than the other two types of learners. A difference was also found between proficient SRL learners and disengaged learners in terms of their self-determined motivation. Understanding the heterogeneity of SRL processes among students revealed from distinct SRL patterns informs how to provide targeted intervention and support for students who encounter difficulties in inquiry-based science learning.

Research in gamified learning is still needed to expound how gamification may be employed to realistically yield positive effects on learning motivation. It is essential to evaluate whether gamification can foster autonomous forms of motivation, such as intrinsic motivation, which has been related to learning persistence and performance quality, instead of non-autonomous extrinsic motivation, that has been shown to be unsustainable or at worse, harmful to learning. To explore this, the current study investigated how gamified learning affected various motivational dimensions such as the sense of competence, autonomy, valuation, intrinsic motivation, identified regulation and external regulation to provide a clearer picture of the motivational influence of gamification. This study involved a learning activity that was gamified in a long-term context. The findings showed that gamifying a non-graded learning activity increased the sense of autonomy and intrinsic motivation. Interestingly, the findings showed that gamification reduced non-autonomous motivation in an examination-oriented course. Nevertheless, gamified learning did not yield significant effects on the sense of competence and valuation. The relationships between the various motivational dimensions were discussed in this paper.

Prompted to discover what makes a good graduate student supervisor, scholars from two large research universities conducted a qualitative study in which alumni of the institutions' student affairs preparation programs were asked to nominate exceptional supervisors they had as graduate students. Nominated supervisors were invited to interview and share their experiences supervising graduate students. The supervisors interviewed displayed adaptability, individualization, and a focus on graduate student learning. More often than not, this went hand-in-hand with granting graduate students the agency to handle projects that took them out of their comfort zones. Many supervisors also emphasized relationship-building with their graduate students. They considered this to be integral to building mutual trust and respect. Overall, these supervisors created an individualized work experience that focused on student learning, agency, and mutually positive and trusting relationships. Equipped with a sense of outstanding supervisor/ee relationships and practices based upon the findings of the study, this article offers suggestions developed to address how graduate students can make the most of their supervisory experience.

This study examined mothers' tendency to base their self-esteem on their children's accomplishments (i.e., child-based worth) and its potential implications for their parenting practices. Child-based worth was assessed in three domains of development: virtue, academic competence, and physical appearance. Participants were 302 mothers (age range: 21-69) of early to middle adolescents (age range: 10-17; 59% girls) in the United States. Mothers completed a survey about their child-based self-worth and use of autonomy-supportive and controlling practices. Results showed that mothers of adolescents tended to base their self-worth on children's academic competence to a greater extent, compared to virtue and physical appearance. Child-based worth in virtue and physical appearance were associated with heightened psychological control, after adjusting for covariates. In addition, mothers who based their self-worth on their children's physical appearance tended to show dampened autonomy support. Findings suggest that the implications of mothers' child-based worth for their parenting practices may vary depending on the domain of children's development.

Experiences occur in a continual succession, and the temporal structure of those experiences is often preserved in memory. The temporal contiguity effect of free recall reveals the temporal structure of memory: when a particular item is remembered, the next response is likely to come from a nearby list position. This effect is remarkably robust, appearing across a wide variety of methodological variations of the task. The temporal contiguity effect is also central to retrieved-context models, which propose temporal organization arises from the interaction of a temporal context representation with the contents of memory. Across six experiments, we demonstrate methodological manipulations that dramatically modulate and even eliminate temporal organization in free recall. We find that temporal organization is strongly modulated and in some cases potentially eliminated by strong semantic structure, the presence of retrieval practice, and a long list length. Other factors such as orienting task, paired-associate item structure, and retention interval duration have more subtle effects on temporal organization. In an accompanying set of simulations, we show that the modulation and elimination of the temporal organization follows lawful patterns predicted by the context maintenance and retrieval (CMR) retrieved-context model. We also find cases where CMR does not specifically predict the modulation of temporal organization, and in these cases our analysis suggests how the theory might be developed to account for these effects.

1. Who am I? 2. Where do I belong? 3. What am I called to? These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author's critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds to the self-inquiry: "How do global Africans/Black peoples experience developmental transformation in the context of social marginality?" It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.

Social media platforms have transformed how students and educators "share" information about school experiences. In this paper, we translate Leah Plunkett's sharenting concept (a portmanteau of "share" and "parent") to address the phenomenon of "overposting" in education. Overposting (a portmanteau of "overreach" and "post") designates the digital distribution of information about others that is invasive, harmful, exploitative, or illegal. We describe instances where students or teachers post about others on social media in ways that are illegal, invasive, harmful, or exploitative. Examples of overposting range from cyberbullying to sharing photos or videos of others' without their permission, including from school accounts. We conclude by offering an educational approach to address overposting through education, conversation, and negotiation among students, teachers, and administrators.

This study explores young people's arts participation through music-making in Finland and the factors that may regulate that participation. It seeks to understand the construction of active modes of arts participation in and through adolescents' musical life courses. The interview study was conducted with young people (N = 18) participating in musical activities in formal and nonformal learning spaces, such as music institutions or activities offered by municipal youth programs. By introducing five musical pathways based on young people's life courses, we explore the ways that adolescents negotiate individual and collective meanings as creative agents in their musical lives. The study shows that access to music education, webs of support, and continuity of musical activities are the key factors regulating young people's arts participation through cultural authorship.

An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem from students' deficiencies in knowledge or understanding, which they feel compelled to promptly address to progress. While some empirical research has explored the role of scientific uncertainties in driving productive student struggle, few studies have explicitly examined or provided a framework to unpack scientific uncertainty as it manifests in the classroom, including the sources that lead to student struggle and how teachers can manage it effectively. In this position paper, we elucidate the importance of incorporating scientific uncertainties as pedagogical resources to foster student struggles through uncertainty from three perspectives: scientific literacy, student agency, and coherent trajectories of sensemaking. To develop a theoretical framework, we consider scientific uncertainty as a resource for productive struggle in the sensemaking process. We delve into two types (e.g., conceptual, epistemic), four sources (e.g., insufficiency, ambiguity, incoherence, conflict), and three desirability considerations (e.g., relevance, timing, complexity) of scientific uncertainties in student struggles to provide a theoretical foundation for understanding what students struggle with, why they struggle, and how scientific uncertainties can be effectively managed by teachers. With this framework, researchers and teachers can examine the (mis)alignments between uncertainty-in-design, uncertainty-in-practice, and uncertainty-in-reflection.

This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross-sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.

To revise the Parental Autonomy Support Scale (PASS) and to validate its psychometric properties in Chinese college students, this study recruited 738 Chinese college students, with 72 of them retested four weeks later. The Parental Psychological Control Scale (PPCS) and the Self-Esteem Scale (RSES) were used to evaluate the validity of the PASS. Results showed that the revised PASS contained a total of nine items measuring three dimensions: autonomous decision-making, transpositional thinking, and willingness to respect. Results showed that the three-factor ESEM model fitted the data well (TLI = 0.981, CFI = 0.994, RMSEA = 0.046). The PASS showed a significant negative correlation between the total score of the PASS and the total score of the PPCS (r = -0.344, p < 0.001), and a significant positive correlation of the PASS with the total score of the RSES (r = 0.297, p < 0.001). The composite reliability coefficient was 0.913 for the total score. The test-retest reliability coefficients were 0.827 for the total score and ranged from 0.626 to 0.744 for the three dimensions. The revised PASS is shown to have sound psychometric properties and thus can be used as a tool to measure the level of parental autonomy support among Chinese college students.

Over the last three quarters of a century, international guidelines and regulations have undergone significant changes in how children are problematised as participants in biomedical research. While early guidelines enacted children as vulnerable subjects with diminished autonomy and in need of special protection, beginning in the early 2000s, international regulatory frameworks defined the paediatric population as vulnerable due to unaddressed public health needs. More recently, ethical recommendations have promoted the active engagement of minors as research partners. In this paper, I adopt a post-structuralist approach to policy analysis to examine deep-seated assumptions and presuppositions underlying the changes in the problematisation of children as biomedical research participants over time. While biomedical research ethics focuses on the autonomy and vulnerability of minors, ethical guidelines are situated in specific sociocultural contexts, shaped, among other things, by contingent public health needs and changing conceptions of the value of research and science for society. In the process, I demonstrate the challenge of moving away from an approach that in taking adults as the model overshadows the complexity of children's lived experiences as well as their personal, cultural, and social lives. The lack of acknowledgement of this complexity makes children vulnerable to epistemic injustice, which is particularly crucial to address in public involvement initiatives.

To emphasize to learners how factors outside individual control impact health, scholars introduced the concept of structural competency. Structural competency refers to the development of analytical skills that reveal the larger societal context beyond the patient-clinician interaction that shapes health outcomes. The growing adoption of structural competency curricula, however, has revealed that prelicensure and early career health professionals can feel overwhelmed by the mismatch between the wide scale of entrenched problems and the limited scope of their therapeutic skills. In this Reflections paper, I draw on theories from Giddens, Bourdieu, and Foucault to restore a role for individual agency in promoting health. Conceiving of structure and agency as mutually constituting suggests that structures are human-made and can be vulnerable to challenge. Structures, however, disperse power to such an extent that people internalize their rules and discipline themselves to follow them without explicit enforcement. It is precisely in those local sites of power that health professions learners and educators can intervene to interrupt the reproduction of structures harmful to health. As I demonstrate with an example from a reproductive health emergency, being structurally competent may also include contesting agreed upon norms at the level of the learning and clinical environments rather than only macro-level societal forces. Rewriting norms within health professions education and clinical practice is not necessarily a simpler task, but it provides learners and educators with more accessible targets for action.

The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

School uniforms are proliferating as a staple in figurations created of successful students around the world. In Australia the uniform as compulsory formal school wear is a growing phenomenon in both public and private education sectors. School uniforms have often been adopted as unproblematic, by schools, parents, policymakers, and students themselves. It remains unclear from the previous limited and often contradictory research, precisely how uniforms materially affect student academic and social outcomes. Research that considers how students themselves not just perceive but "feel" about their uniforms is scarce. I focus on the affective response of students to their school uniforms at one government co-educational selective science high school. A PhEmaterialist approach deprivileges human agency, accounting for matter as dynamic, affective and of consequence in activities, performances, and events. The school uniform as matter is explored as a dynamic and powerful affective force in education and is situated as an integral part of a school's iteration of binary gender differentiations. Uniforms matter twofold, as a conception that materializes what matters and the differential affect on the bodies that wear them. Bodies respond affectively to the uniform with a sense of comfort or discomfort, consciously and unconsciously. Bodies that do not fit easily with the required uniform hurt as students undergo everyday activities at school. This paper considers the affect of the uniform, with a filmic response from one high achieving 'smart' girl through a fine-grain analysis of her feelings of belonging and dis/comfort "with" and through her school uniform.

Based on a complex dynamic system approach, this study examined the dynamic of interactions between adults (a teacher and teaching assistant) and two children with ASD. We observed two preschool classrooms, each containing one child with contrasting ASD characteristics. Child engagement and adult participation during welcome time activities were observed once a month for 9 months; dramatic differences in interaction dynamics between the two classes were revealed. In the class including an autistic child with high support needs and low language ability, the active participation of adults associated with active child engagement gradually increased over the year. In the class including an autistic child with a high level of challenging behaviours (but with low support needs and typical language skills), increased variability resulted in a deep change in the landscape of attractors. Whereas the child was mostly engaged with adult participation during the first trimester, he was actively engaged without adult participation in the final trimester.

This paper, co-authored between three adults and five children aged 8-11, adopts a 'collaborative writing as inquiry' approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two 'young advisory panels', one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min-long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co-framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring 'silence as voice', arguing for an extension to participatory research projects, going beyond the research itself and creating a 'third space' which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

Using a case study design, this research explores how two department chairs, Jan and Tammy, in community colleges implement AB 705, an assessment policy impacting California ESL programs. AB 705 seeks to centralize previous multiple measures legislation in California by requiring the use of high school data in community college course placement. An ecological perspective was adopted to highlight how ideologies at the macro national and meso state level about placement tests and student autonomy trickle down and are interpreted at the micro institutional level, and how challenges and concerns about implementation reflect the micro level affordances or lack thereof for each participant. Through critical language policy (Tollefson as cited in Ricento, 2006), I also posit that as AB 705 changes the assessment landscape in California community colleges, they create power shifts between local actors. Data were collected from a questionnaire, interviews, policy documents and online artifacts. Findings revealed that Jan and Tammy's different ideologies regarding the validity of placement tests lead to different interpretations and implementation of the policy, thus creating different power dynamics for their students. Both also encountered different challenges because of their varied local affordances, highlighting the need for top-down policies to consider implementation in situated contexts.

Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers' use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M[subscript age] = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students' giftedness status, teachers' fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers' motivating style. These results inform prevention efforts aimed at improving teachers' motivating styles, to the benefit of the motivation of both cognitively gifted and typical students.

Educators have incorporated technologies designed to "gamify" or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response system (SRS), when they use it as an educational tool to enhance its fun and contribution to positive learning environments. Participants (n = 30) in a pilot experiment were randomly assigned to a 2-month experiment that showed that using SRS versus non-technology-based learning increases academic well-being. A primary study (n = 120 students) experimentally manipulated the use of SRS with and without motivational framing strategies that were anticipated to enhance its effects, specifically by employing teamwork, friendly competition between students, and giving students a choice to participate. Results showed that motivational framing strategies enhanced students' need satisfaction for autonomy (sense of choice), competence (sense of efficacy in relation to learning), relatedness (to others in the classroom), and academic well-being (interest and engagement). In short, the use of interactive technology and how it was implemented in class was vital for enhancing students' learning outcomes.