research papers for educational psychology

APA Journals ® : Advance education with authoritative research

Discover top research in educational and school psychology published by the american psychological association..

750 First Street NE Washington, DC 20002 www.apa.org | [email protected]

Terms of Use | Privacy Statement ©2024 American Psychological Association. All Rights Reserved.

Journal of Educational Psychology

Publishes psychological research pertaining to education across all ages and educational levels.

Impact Factor: 4.9

Journal of Diversity in Higher Education

Publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments.

Impact Factor: 2.4

A publication of the National Association of Diversity Officers in Higher Education

Scholarship of Teaching and Learning in Psychology

Publishes teacher-ready reviews of current research and contemporary theories as well as empirical research designed to foster systematic intentional changes to improve teaching and learning outcomes.

School Psychology

Formerly known as School Psychology Quarterly A publication of APA Division 16 (School Psychology), the journal publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cross-cultural, and more.

Impact Factor: 3.0

Formerly known as  School Psychology Quarterly

A publication of APA Division 16 (School Psychology), the journal publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cross-cultural, and more.

Impact Factor: 2.076

Impact Factor: 5.178

Impact Factor: 1.294

A publication of the National Association  of Diversity Officers in Higher Education

Fill out this form to receive calls for papers and other information related to APA’s educational and school psychology resources.

By submitting your information, you agree to receive information about American Psychological Association (APA) products and services. You may unsubscribe at any time. Please review the APA Privacy Policy for more information.

Advertisement

How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies

• REFLECTION ON THE FIELD
• Published: 15 March 2023
• Volume 35 , article number  37 , ( 2023 )

Cite this article

• Anna C. Brady   ORCID: orcid.org/0000-0003-1361-2412 1 ,
• Marlynn M. Griffin 1 ,
• Ariah R. Lewis 2 ,
• Carlton J. Fong 3 &
• Daniel H. Robinson 4  

1788 Accesses

6 Citations

18 Altmetric

Explore all metrics

The field of educational psychology has been moving away from intervention and experimental methods and toward observational and correlational methods (Hsieh et al., Journal of Educational Psychology, 97(4), 523–529, 2005 ; Reinhart et al., Journal of Educational Psychology, 105(1), 241–247, 2013 ; Robinson et al., American Educational Research Journal, 44(2), 400–413, 2007 ). Additionally, there has been an increase in the percentage of observational and correlational articles that include recommendations for practice. The present study updated previous data to 2020 by examining methodologies and recommendations for practice in articles published in five empirical educational psychology journals ( Journal of Educational Psychology , American Educational Research Journal , Cognition and Instruction , Journal of Experimental Education , and Contemporary Educational Psychology ). The percentage of articles employing experimental methods has continued to decrease (20%), whereas qualitative methods have increased (22%). Across correlational, qualitative, and mixed method articles, two-thirds included recommendations for practice—up from 46% in 2010. Implications are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Should researchers make causal inferences and recommendations for practice on the basis of nonexperimental studies?

Michael P. Grosz

Final Remarks

The Design(s) of Educational Research: Description and Interpretation

Alexander, P. A. (2013). In praise of (reasoned and reasonable) speculation: A response to Robinson et al.’s moratorium on recommendations for practice. Educational Psychology Review, 25 (3), 303–308. https://doi.org/10.1007/s10648-013-9234-2

Article   Google Scholar  

Anderman, E. M. (2011). Educational psychology in the twenty-first century: Challenges for our community. Educational Psychologist, 46 (3), 185–196. https://doi.org/10.1080/00461520.2011.587724

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4 (1), 1–44. https://doi.org/10.1111/1529-1006.01431

Christian Andersen, H. (1837). The emperor’s new clothes. In  Fairy Tales Told for Children.  C. A. Reitzel.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.

Google Scholar  

Dumas, D., Alexander, P. A., & Singer, L. M. (2015). Analyzing historical patterns, examining current trends, and forecasting change in the field of educational psychology: A cross-cultural perspective. Knowledge Cultures, 3 (2), 7–23.

Fong, C. J., Alejandro, A. J., Krou, M. R., Segovia, J., & Johnston-Ashton, K. (2019). Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students. Contemporary Educational Psychology, 59 , 101805. https://doi.org/10.1016/j.cedpsych.2019.101805

Gehlbach, H., & Robinson, C. D. (2021). From old school to open science: The implications of new research norms for educational psychology and beyond. Educational Psychologist, 56 (2), 79–89. https://doi.org/10.1080/00461520.2021.1898961

Grosz, M. P., Rohrer, J. M., & Thoemmes, F. (2020). The taboo against explicit causal inference in nonexperimental psychology. Perspectives on Psychological Science, 15 (5), 1243–1255. https://doi.org/10.1177/1745691620921521

Harris, K. R. (2013). Disallowing recommendations for practice and policy: A proposal that is both too much and too little. Educational Psychology Review, 25 , 309–316. https://doi.org/10.1007/s10648-013-9235-1

Hsieh, P. (P.-H.), Acee, T., Chung, W.-H., Hsieh, Y.-P., Kim, H., Thomas, G. D., You, J.-I., Levin, J. R., & Robinson, D. H. (2005). Is educational intervention research on the decline? Journal of Educational Psychology, 97 (4), 523–529. https://doi.org/10.1037/0022-0663.97.4.523

Jones, S. R., Torres, V., & Arminio, J. (2014). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues . Routledge.

Kuo, E., & LeBaron Wallace, T. (2020). Introduction to the special section: Qualitative studies of reasoning. Journal of Educational Psychology, 112 (3), 417–419. https://doi.org/10.1037/edu0000472

Meyer, D. K., & Schutz, P. A. (2020). Why talk about qualitative and mixed methods in educational psychology? Introduction to Special Issue. Educational Psychologist, 55 (4), 193–196. https://doi.org/10.1080/00461520.2020.1796671

Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A bad idea. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89 (2), 67–72. https://doi.org/10.1080/00098655.2016.1156628

Reinhart, A. L., Haring, S. H., Levin, J. R., Patall, E. A., & Robinson, D. H. (2013). Models of not-so-good behavior: Yet another way to squeeze causality and recommendations for practice out of correlational data. Journal of Educational Psychology, 105 (1), 241–247. https://doi.org/10.1037/a0030368

Renkl, A. (2013). Why practice recommendations are important in use-inspired basic research and why too much caution is dysfunctional. Educational Psychology Review, 25 (3), 317–324. https://doi.org/10.1007/s10648-013-9236-0

Robinson, D. H., Levin, J. R., Thomas, G. D., Pituch, K. A., & Vaughn, S. (2007). The incidence of “causal” statements in teaching-and-learning research journals. American Educational Research Journal, 44 (2), 400–413. https://doi.org/10.3102/0002831207302174

Robinson, D. H., Levin, J. R., Schraw, G., Patall, E. A., & Hunt, E. B. (2013). On going (way) beyond one’s data: A proposal to restrict recommendations for practice in primary educational research journals. Educational Psychoogy Review, 25 , 291–302. https://doi.org/10.1007/s10648-013-9223-5

Ryan, S. V., Nathaniel, P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66 , 1–11. https://doi.org/10.1016/j.tate.2017.03.016

Vaughn, S., & Fuchs, L. S. (2013). Staying within one’s data to make recommendations for practice in primary educational research journals. Educational Psychology Review, 25 (3), 339–343. https://doi.org/10.1007/s10648-013-9232-4

Wainer, H., & Clauser, B. (2013). Reflections on a too extreme idea. Educational Psychology Review, 25 (3), 325–330. https://doi.org/10.1007/s10648-013-9231-5

Download references

Author information

Authors and affiliations.

Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, GA, USA

Anna C. Brady & Marlynn M. Griffin

Department of Psychology, Georgia Southern University, Statesboro, GA, USA

Ariah R. Lewis

Department of Curriculum and Instruction, Texas State University, San Marcos, TX, USA

Carlton J. Fong

College of Education, The University of Texas at Arlington, 504 Hammond Hall, Arlington, TX, 76019, USA

Daniel H. Robinson

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Daniel H. Robinson .

Ethics declarations

Conflict of interest.

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Brady, A.C., Griffin, M.M., Lewis, A.R. et al. How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies. Educ Psychol Rev 35 , 37 (2023). https://doi.org/10.1007/s10648-023-09759-9

Download citation

Accepted : 02 March 2023

Published : 15 March 2023

DOI : https://doi.org/10.1007/s10648-023-09759-9

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Correlation
• Intervention research
• Random assignment
• Find a journal
• Publish with us
• Track your research

DigitalCommons@University of Nebraska - Lincoln

Home > CEHS > Educational Psychology > Faculty Publications

Department of Educational Psychology

Department of educational psychology: faculty publications.

The US in Uterus: A Collaborative Autoethnography of Psychologists Advocating for Reproductive Justice , Dena Abbott, Rin Nguyen, Carrie Bohmer, Millie L. Myers, Jessica A. Boyles, and Caitlin M. Mercier

Sexuality Training in Counseling Psychology: A Mixed-Methods Study of Student Perspectives , Dena Abbott, Jacob E. Vargas, and Hali J. Santiago

Variable- and person-centered approaches to examining construct-relevant multidimensionality in writing self-efficacy , Morgan Les DeBusk-Lane, Sharon Zumbrunn, Christine Lee Bae, Michael D. Broda, Roger Bruning, and Ashlee L. Sjogren

Enhancing Resilience in Classrooms , Elizabeth Doll and Samuel Y. Song

Indigenous Cultural Identity Protects Against Intergenerational Transmission of ACEs Among Indigenous Caregivers and Their Children , Katie Edwards, Emily A. Waterman, Natira Mullet, Ramona Herrington, Sloane Cornelius, Skyler Hopfauf, Preciouse Trujillo, Lorey A. Wheeler, and Arielle R. Deutsch

Rates and Correlates of Intimate Partner Abuse Among Indigenous Women Caregivers , Katie Edwards, Emily A. Waterman, Natira Mullet, Ramona Herrington, Skyler Hopfauf, Preciouse Trujillo, Naomi Even-Aberle, Lorey Wheeler, Sloane Cornelius, and Arielle R. Deutsch

Updated Perspectives on Linking School Bullying and Related Youth Violence Research to Effective Prevention Strategies , Dorothy L. Espelage and Susan M. Swearer

Gender-neutral bathrooms on campus: a multicampus study of cisgender and transgender and gender diverse college students , Merle Huff, Katie Edwards, Victoria Mauer, Heather Littleton, Stephanie Lim, and Kayla E. Sall

Graduate Student Award Winners in Educational Psychology: What Made Them Successful? , Kenneth A. Kiewra, Saima Hasnin, Jared Soundy, Priya Karimuddanahalli Premkumar, and Chris Labenz

John Glover: a Long Overdue Account of His Productive Scholarship Methods , Kenneth A. Kiewra and Douglas Kauffman

Moving Beyond Fulfillment: Wisdom Years Stories of Passion, Perseverance, and Productivity , Kenneth A. Kiewra, Jessica Walsh, and Chris Labenz

Enhancing Nonverbal Communication Through Virtual Human Technology: Protocol for a Mixed Methods Study , Analay Perez, Michael D. Fetters, John W. Creswell, Mark Scerbo, Frederick W. Kron, Richard Gonzalez, Lawrence An, Masahito Jimbo, Predrag Klasnja, and Timothy C. Guetterman

“It’s Loving Yourself for You”: Happiness in Trans and Nonbinary Adults , Elliot Tebbe, Haley L. Bell, Kendal Cassidy, Sonia Lindner, Emily Wilson, and Stephanie L. Budge

Rates of Recent Adverse Childhood Experiences Among Indigenous Children , Emily A. Waterman, Katie Edwards, Natira Mullet, Ramona Herrington, Skyler Hopfauf, Preciouse Trujillo, Naomi Even-Aberle, and Lorey Wheeler

“Breaking Free”: A Grounded Theory Study of Atheist Women in the United States , Dena Abbott and Elyxcus Anaya

Hidden in Plain Sight: Working Class and Low-Income Atheists , Dena M. Abbott, Debra Mollen, Jessica A. Boyles, and Elyxcus J. Anaya

Object Permanence and the Relationship to Sitting Development in Infants With Motor Delays , Mihee An, Emily C. Marcinowski, Lin-Ya Hsu, Jaclynn Stankus, Karl L. Jancart, Michele A. Lobo, Stacy C. Dusing, Sarah W. McCoy, James A. Bovaird, Sandra Willett, and Regina T. Harbourne

Improving Social Norms and Actions to Prevent Sexual and Intimate Partner Violence: A Pilot Study of the Impact of Green Dot Community on Youth , Victoria L. Banyard, Katie M. Edwards, Andrew J. Rizzo, Emily F. Rothman, Patricia Greenberg, and Megan C. Kearns

Using intergenerational photovoice to understand family strengths among Native American children and their caregivers , Katie M. Edwards, Ramona Herrington, Marcey Edwards, Victoria Banyard, Natira Mullet, Skyler Hopfauf, Briana Simon, and Emily A. Waterman

Origins of high latitude introductions of Aedes aegypti to Nebraska and Utah during 2019 , Andrea Gloria-Soria, Ary Faraji, Jeff Hamik, Gregory White, Shanon Amsberry, Matthew Donahue, Bryan Buss, Evlyn Pless, Luciano Veiga Cosme, and Jeffery R. Powell

Adverse childhood experiences exacerbate the association between day-to-day discrimination and mental health symptomatology in undergraduate students , Emily C. Helminen, Jillian R. Scheer, Katie Edwards, and Joshua C. Felver

Coping Matters: An Examination of Coping among Black Americans during COVID-19 , Caitlin M. Mercier, Dena M. Abbott, and Michael S. Ternes

Sexuality as a Competency: Advancing Training to Serve the Public , Debra Mollen and Dena M. Abbott

A multiple case study to understand how students experience science and engineering practices , Chris Schaben, Justin Andersson, and Christine Cutucache

Pathways to Preferences for Collaborative Conflict Resolution: Disputants’ Process Goals Drive Preferences , Ashley Votruba, Jared Noetzel, and Abigail L. Herzfeld

Youth perceptions of prevention norms and peer violence perpetration and victimization: A prospective analysis , Emily A. Waterman, Victoria L. Banyard, Katie Edwards, and Victoria Mauer

Development and Evaluation of the Atheist Identity Concealment Scale (AICS) , Paul E. Yeatts, Dena M. Abbott, and Debra Mollen

(Non)Religious Coping with a Natural Disaster in a Rural U.S. Community , Dena Abbott, Andrew Franks, Corey Cook, and Caitlin Mercier

Coping with COVID‑19: An Examination of the Role of (Non) Religiousness/(Non)Spirituality , Dena Abbott and Andrew S. Franks

Psychotherapy with Nonreligious Clients: A Relational-Cultural Approach , Dena M. Abbott

Providing Sexuality Training for Psychologists: The Role of Predoctoral Internship Sites , Dena M. Abbott, Debra Mollen, Elyxcus J. Anaya, Theodore R. Burnes, Madeline M. Jones, and Victoria A. Rukus

The medial temporal memory system in Down syndrome: Translating animal models of hippocampal compromise , Caron A.C. Clark, Fabian Fernandez, Stella Sakhon, Goffredina Spano, and Jamie O. Edgin

Prospective Predictors of Receiving Disclosures of Intimate Partner Violence and Sexual Assault Among College Students , Christina M. Dardis, Katie R. Davin, Lindsey M. Rodriguez, Emily R. Dworkin, Katie M. Edwards, Sarah E. Ullman, and Emily A. Waterman

The Role of Moral Reasoning and Attitudes Regarding Bisexuality in the Development of Bisexual Counseling Competence , Christopher P. Monceaux, Melanie M. Wilcox, and Dena M. Abbott

Risk Factors for Bullying Victimization in Children with Neurofibromatosis Type 1 (NF1) , Peter L. Stavinoha, Cody Solesbee, Susan M. Swearer Napolitano, Steven Svoboda, Laura J. Kless, and Alice Ann Holland

Exploring the association between anticipated and actual responses to disclosures of intimate partner violence and sexual assault , Emily A. Waterman, Emily R. Dworkin, Christina M. Dardis, Sarah E. Ullman, Katie M. Edwards, and Lindsey M. Rodriguez

Temperamental Constellations and School Readiness: A MultiVariate Approach , Andrew S. White, Kate M. Sirota, Scott R. Frohn, Sarah E. Swenson, and Kathleen Moritz Rudasill

“Isn’t Atheism a White Thing?”: Centering the Voices of Atheists of Color , Dena M. Abbott, Debra Mollen, Caitlin Mercier, Elyxcus J. Anaya, and Victoria A. Rukus

Anti-atheist Discrimination, Outness, and Psychological Distress among Atheists of Color , Dena M. Abbott, Michael Ternes, Caitlin Mercier, and Chris Monceaux

Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning , Caron Clark, Tomáš Helikar, and Joseph T. Dauer

Developing a Brief Behavior Rating Scale for Progress Monitoring of Depression in School Settings , Evan H. Dart, Prerna G. Arora, Tai Collins, Kevin Stark, Clayton R. Cook, Mylien T. Duong, Carolyn A. McCarty, and Beth Doll

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students , Jesús de la Fuente, Paul Sander, Douglas Kauffman, and Meryem Yılmaz Soylu

Colombian retrospective study of the association between breastfeeding duration and eating behaviors , , Elsa Lucia Escalante-Barrios, Sonia Suarez Enciso, Jesús Estrada, Marilyn Anturi Linero, and Alejandra Hérdenez

The impact of the COVID-19 pandemic on marginalized populations in the United States: A research agenda , Neeta Kantamneni

The impact of the COVID populations in the United States: A research agenda , Neeta Kantamneni

Sexuality Training in Counseling Psychology , Debra Mollen, Theo Burnes, Samantha Lee, and Dena M. Abbott

Does the Spiritual Values/Religion Subscale of the Self-Description Questionnaire III Function Differentially Across Heterosexual and Non-Heterosexual Young Adults? A Measurement Invariance Study , Thai Q. Ong, Deborah L. Bandalos, and Susan M. Swearer

Development and Evaluation of the Nebraska Assessment of Computing Knowledge , Markeya S. Peteranetz and Anthony D. Albano

Mothers’ and fathers’ self-regulation capacity, dysfunctional attributions and hostile parenting during early adolescence: A process-oriented approach , Melissa L. Sturge-Apple, Zhi Li, Meredith J. Martin, Hannah R. Jones-Gordils, and Patrick T. Davies

Mothers’ and fathers’ self-regulation capacity, dysfunctional attributions and hostile parenting during early adolescence: A process-oriented approach , Melissa L. Sturge-Apple, Zhi Li, Meredith Martin, Hannah R. Jones-Gordils, and Patrick T. Davies

Nebraska Prevention Center for Alcohol and Drug Abuse — Bibliography of Publications

Cultural Humility and the Teaching of Psychology , Dena M. Abbott, Noelany Pelc, and Caitlin Mercier

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder , Gazi F. Azad, Steven C. Marcus, Susan M. Sheridan, and David S. Mandell

5 ways to develop children's talents , Kenneth A. Kiewra

Cinq cles pour aider vos enfants a developper leurs talents , Kenneth A. Kiewra

Nebraska Prevention Center for Alcohol and Drug Abuse — Bibliography of Publications , Michelle R. Maas and Ian Newman

The Nebraska Prevention Center for Alcohol and Drug Abuse, 1980-2019 , Michelle R. Maas and Ian M. Newman

Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China , Lian Qian, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell

Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition , Susan M. Sheridan, Natalie A. Koziol, Amanda Witte, Iheoma Iruka, and Lisa Knoche

What’s Past Is Prologue: Advancing Feminist Psychological Research on LGBTQ+ Genders , Elliot A. Tebbe

Contemporary Approaches to Qualitative Research: Andragogical Strategies for Teaching and Learning , Tiffany T. Young and Wayne A. Babchuk

Five-Minute Cognitive Test as A New Quick Screening of Cognitive Impairment in The Elderly , Jie Zhang, Lijun Wang, Xia Deng, Guoqiang Fei, Lirong Jin, Xiaoli Pan, Liuhan Cai, Anthony D. Albano, and Chunjiu Zhong

Atheism as a Concealable Stigmatized Identity: Outness, Anticipated Stigma, and Well-Being , Dena M. Abbott and Debra Mollen

Introduction to Educational and Psychological Measurement Using R , Tony Albano

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder , Gazi F. Azad PhD, Steven C. Marcus PhdD, Susan Sheridan PhD, and David S. Mandell

Influence of Peer Pressure and Self-Efficacy for Alcohol Self-Regulation on Chinese University Physical Education Students’ Drinking Behaviors , Lanyan Ding, Ian M. Newman, Eric S. Buhs, and Duane F. Shell

University Students' Willingness to Assist Fellow Students Who Experience Alcohol-Related Facial Flushing to Reduce Their Drinking , Lanyan Ding, Lok-wa Yuen, Ian M. Newman, and Duane F. Shell

University Students’Willingness to Assist Fellow Students Who Experience Alcohol-Related Facial Flushing to Reduce Their Drinking , Lanyan Ding, Lok-wa Yuen, Ian M. Newman, and Duane F. Shell

A MULTIDIMENSIONAL EXAMINATION OF PARENT INVOLVEMENT ACROSS CHILD AND PARENT CHARACTERISTICS , S. Andrew Garbacz, Philippa S. McDowall, Elizabeth Schaughency, Susan M. Sheridan, and Greg W. Welch

Health beliefs as a key determinant of intent to use anabolic-androgenic steroids (AAS) among high-school football players: implications for prevention , Amanda E. Halliburton and Matthew S. Fritz

Psychological Ways of Expressing Appreciations, Experiences, Thanks and Blessings in the Society , Iwasan D. Kejawa Ed.D

Identification and replication of RNA-Seq gene network modules associated with depression severity , Trang T. Le, Jonathan Savitz, Hideo Suzuki, Masaya Misaki, T. Kent Teague, Bill C. White, Julie H. Marino, Graham Wiley, Patrick M. Gaffney, Wayne C. Drevets, Brett A. McKinney, and Jerzy Bodurka

Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study , Xianquan Liu and Wayne A. Babchuk

Four campus free speech problems solved , David Moshman

Metacognitive Theories Revisited , David Moshman

Reasoning, Logic, and Development: Essay Review of The Enigma of Reason by Hugo Mercier and Dan Sperber , David Moshman

Chemical Composition and Safety of Unrecorded Grain Alcohol (Bai Jiu) Samples from Three Provinces in China , Ian M. Newman, Ling Qian, Niran Tamrakar, and Bo-Bo Zhang

Variables Associated with Alcohol Consumption and Abstinence among Young Adults in Central China , Ling Qian, Ian M. Newman, Lok-wa Yuen, Duane F. Shell, and Jingdong Xu

Effects of selected socio-demographic characteristics on nutrition knowledge and eating behavior of elementary students in two provinces in China , Ling Qian, Fan Zhang, Ian M. Newman, Duane F. Shell, and Weijing Du

Health-Related Quality of Life in Patients with Arthritis: A Cross-Sectional Survey among Middle-Aged Adults in Chongqing, China , Yunshuang Rao, Xianglong Xu, Dengyuan Liu, Cesar Reis, Ian M. Newman, Liqiang Qin, Manoj Sharma, Jun Shen, and Yong Zhao

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data , Ji Hoon Ryoo, Cixin Wang, Susan M. Swearer, Michael Hull, and Dingjing Shi

RURAL TEACHER PRACTICES AND PARTNERSHIPS TO ADDRESS BEHAVIORAL CHALLENGES: The Efficacy and Mechanisms of Conjoint Behavioral Consultation , Susan M. Sheridan Dr., Amanda Witte, Gina M. Kunz, Lorey A. Wheeler, Samantha R. Angell, and Houston F. Lester

The Efficacy and Mechanisms of Conjoint Behavioral Consultation , Susan M. Sheridan, Amanda Witte, Gina Kunz, Lorey A. Wheeler, and Samantha R. Angell

Pilot Study of a Brief WeChat Intervention in China to Increase Students’ Willingness to Assist a Flushing Student to Reduce Alcohol Use , Fan Zhang, Lok-Wa Yuen, Lanyan Ding, Ian M. Newman, and Duane F. Shell

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem Solving , Gazi F. Azad, Mina Kim, Steven C. Marcus, David S. Mandell, and Susan M. Sheridan Dr.

Preliminary Evidence for the Impact of Combat Experiences on Gray Matter Volume of the Posterior Insula , Ashley N. Clausen, Sandra A. Billinger, Jason-Flor V. Sisante, Hideo Suzuki, and Robin L. Aupperle

Debunking the 'gaydar' myth , William Cox, Alyssa Bischmann, Janet Hyde, and Patricia Devine

Ecological Invalidity of Existing Gaydar Research: In-Lab Accuracy Translates to Real-World Inaccuracy: Response to Rule, Johnson, & Freeman (2016) , William T.L. Cox, Patricia G. Devine, Alyssa A. Bischmann, and Janet S. Hyde

Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children , Qizhen Deng, Guy Trainin, Kathleen Moritz Rudasill, Irina Kalutskaya, Stephanie Wessels, Julia C. Torquati, and Robert J. Coplan

Calling in retirement: A mixed methods study , Ryan D. Duffy, Carrie L. Torrey, Jessica England, and Elliot A. Tebbe

Young children with Down syndrome show normal development of circadian rhythms, but poor sleep efficiency: a cross-sectional study across the first 60 months of life , Fabian Fernandez, Casandra C. Nyhuis, Payal Anand, Bianca I. Demara, Norman F. Ruby, Goffredina Spano, Caron Clark, and Jamie O. Edgin

Giving Students the Finger , David Moshman

Estimate of undergraduate university student alcohol use in China: a systematic review and meta-analysis , Ian Newman, Lanyan Ding, and Yonghua Feng

Alcohol Flushing Social Reactions Survey Data 2011 , Ian Newman, Lanyan Ding, Duane F. Shell, and Lida Lin

How Social Reactions to Alcohol-Related Facial Flushing Are Affected by Gender, Relationship, and Drinking Purposes: Implications for Education to Reduce Aerodigestive Cancer Risks , Ian Newman, Lanyan Ding, Duane F. Shell, and Lida Lin

Composition of Unrecorded Distilled Alcohol ( bai jiu ) Produced in Small Rural Factories in Central China , Ian Newman, Ling Qian, Niran Tamrakar, Yonghua Feng, and Ganrong Xu

Data sets for “PUBH-D-17-00335R2 Effects of Selected Socio-demographic Characteristics on Nutrition Knowledge and Eating Behavior of Elementary Students in Two Provinces in China” , Ling Qian, Fan Zhang, Ian Newman, Duane F. Shell, and Weijing Du

Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk , Kathleen Moritz Rudasill, Leslie R. Hawley, Jennifer LoCasale-Crouch, and Eric S. Buhs

Fitting the Fractional Polynomial Model to Non-Gaussian Longitudinal Data , Ji Hoon Ryoo, Jeffrey D. Long, Greg W. Welch, Arthur Reynolds, and Susan M. Swearer

Advanced Search

Search Help

• Notify me via email or RSS
• Administrator Resources
• How to Cite Items From This Repository
• Copyright Information
• Collections
• Disciplines

Author Corner

• Guide to Submitting
• Submit your paper or article
• Faculty Publications Website

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

INTRODUCTION TO EDUCATIONAL PSYCHOLOGY: PHILOSOPHY, PSYCHOLOGY, RESEARCH, AND THEORIES

What is educational psychology? It involves a bit of philosophy, psychology, research, and theories. This short overview explains.

Related Papers

Kamran Akhtar Siddiqui

sindiso zvandasara

In any given classroom, pupils come from different environments, have different interests and understand at different rates, in different ways. Pupils are not always open to their teachers on issues affecting their learning, so there is need for the teacher to know the individual strengths and weaknesses of his or her pupils without verbally communication with them. The key goal of going to school is to learn. Hence, educational psychology is a tool used by teacher to promote learning of different pupils in the same class since the key goal of going to school is to learn. The writer is going to define psychology, educational psychology and classroom teacher, explain the relevance of aspects of human development and lastly make a conclusion. Wade and Tavris (1993) define psychology as the study of behaviour and mental studies processes and how they are affected by an organism's physical state, mental state and external environment. From the definition it is clear that psychology is the study of human mind and way of controlling it. Human development according to Miller (2000) view that it is the social, physical, emotional, cognitive and cultural changes take place throughout the lifespan of an individual. Baller (1982) states that it includes growth and ablity to perfom certain functions. In my own point of view it is the changing of way throughout life. Mercer and Pettit, (2001) defined a secondary school teacher as a person who provides just enough guidance and intellectual support for pupils to be able to swim out of their depth to go just a little further intellectually than they would be able to go alone. Hence, pupils will be able to acquire new knowledge. Curzon, (1985), also defined a secondary school teacher as a person with a system of activities intended to induce learning, compromising the deliberate and systematic creation and control of those conditions in which learning does occur. From the above definitions, a secondary school teacher is one who creates a good learning environment to the pupils and passes knowledge to them. Aspects of human development is relevant to a teacher since he or she can tell the behaviour, strengths and weaknesses of a pupil with and without talking to him or her. Below are the importances of educational psychology to a teacher. The importance of psychology is divided into two aspects that are to study the learning situation and the application of learning and teaching principles. Firstly, the writer is going to state its importance to the study of the learning situation.

An examination of educational psychology from a philosopher's point of view, covering the need to look critically at psychological theories used in education, the importance of common sense psychology and the resources that philosophy of mind offer in helping teachers to understand mental life - to do with the nature of the emotions, motivation, thinking, imagination, concepts, intelligence etc. 'The importance of Educational Psychology' in J White (ed) Psychology and Schooling: What's the Matter? (Bedford Way Papers 25, ULIE).

ANTIDIUS NSIGA

APPLICATION OF PSYCHOLOGY IN THE PROCESS OF TEACHING & LEARNING

Debadatta Acharya

1.0 OBJECTIVES : After reading this unit, you will be able to • Define Psychology and Educational Psychology. • State the key features of Behavioristic School of Psychology. • State the key features of Humanistic School of Psychology. • State the key features of Psychodynamic School of Psychology • State the key features of Cognitive School of Psychology • State the key features of Neurobiological School of Psychology • Explain the Scope and contribution of Educational Psychology to the Teaching process.

Kirmanj Gundi

Gladys Mwugusi

Abdiqadir F A R A H Elmi

Psychology matters in education therefore teachers should have knowledge in educational psychology. The first chapter of the book provides definitions of general psychology; justifies psychology as science due to the use of the scientific methods; describes why psychologists want to use empirical data; what challenges psychologists meet; and overview of parts of psychology. The second chapter entails meaning and scope of educational psychology; importance of educational psychology for teachers and for in education and evaluation. Characteristics of good teacher are described as well. From third chapter; teachers are reminded five assessment strategies which may apply to their classroom environment; depends on situation. The author explains and differentiates student-centred from teacher centred method; with particular focus on student centred method; six active/ participatory learning methods are highlighted

International Journal of Arts …

Wame B U I Boselawa

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Open access
• Published: 20 March 2024

Under the surface of teacher occupational wellness and effectiveness in higher education: a look into the mediator roles of work passion and emotion regulation via SEM analysis

• Xiumin Yu 1 &
• Tongxiu Ying 1  

BMC Psychology volume  12 , Article number:  166 ( 2024 ) Cite this article

98 Accesses

Metrics details

Teacher occupational wellness and effectiveness are crucial aspects of a teacher's capacity to contribute to the advancement of excellence in education. Nevertheless, there is a dearth of considerable studies regarding the interconnections between work passion and emotion regulation in higher education. This study developed a model to demonstrate the interplay between the above-mentioned constructs to fill this research gap. To gather this information, the required scales were sent to 401 different university professors. Based on the findings of Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA), it is suggested that work passion and emotion regulation have the potential to enhance teacher occupational wellness and effectiveness in higher education. In the end, implications and directions for the future were presented to educators and researchers who are enthused about the potential of work passion, emotion regulation, and self-compassion for improving instructive practices.

Peer Review reports

Introduction

Educating in higher education is intrinsically complex due to the multitude of external and internal variables involved. The outcome is contingent upon the self-perception of language teachers and the instructional techniques they use with their students. Typically, educators devise many teaching methods, influenced by the interplay of their individual and institutional dimensions [ 1 , 2 ]. Educators have a crucial function in the educational system. The significance of university teachers in molding the student intellects should never be undervalued. Furthermore, it is evident that some professors possess a greater ability to exert influence on students compared to their peers.

In the course of this inquiry with educators, the first idea that is taken into consideration is work passion (WP). The notion of WP has garnered increased attention in the twenty-first century, as evidenced by the proliferation of research that highlights its advantageous consequences and how organizations can profit from employing an impassioned staff [ 3 ]. WP is a disposition toward action or endeavor that individuals esteem highly, find enjoyable, and devote a substantial amount of time and effort to [ 4 ]. Passion increases well-being, motivates individuals, and imparts significance to their existence. WP among university teachers may also lead to teacher effectiveness (TE). The efficacy of education is contingent upon the efficacy of instructors [ 5 ]. In such a case, it becomes essential to conceptualize the meaning of TE. The National Comprehensive Centre for Teacher Quality has developed a concise definition of TE, consisting of five characteristics [ 6 ]. Firstly, an effective teacher sets high expectations for all students and supports them in achieving their goals. Secondly, an effective teacher positively influences students' academic, social, and attitudinal outcomes. Thirdly, an effective teacher utilizes a variety of resources to plan and structure learning opportunities. Fourthly, an effective teacher promotes diversity and civic-mindedness within schools. Lastly, an effective teacher collaborates with colleagues, parents, and school administration.

Efficiency and production are two factors that teachers may use to determine whether or not they will be successful in their careers. In their definition of teacher effectiveness, [ 7 ] outlined the interplay between internal factors (such as instructors' motivation, beliefs, and dispositions) and external factors (such as students' cultural, social, and educational backgrounds) that influence students' final results. Given that discoveries about TE have significant implications for education policy and reform, the correlates of TE become a matter of utmost importance. For teachers to be able to teach in a manner that is inventive, motivating, and meaningful, they need to be in excellent emotional and mental health. In the course of their trip through the world of education, teachers could feel a wide range of emotions. These events and feelings have a significant influence on their ability to succeed as well as on the achievement of their students. It is believed that teachers who effectively regulate their emotions throughout their work are more accomplished [ 8 ]. In accordance with the definition provided by [ 9 ], the concept of teacher emotion regulation (ER) refers to the capacity of a professor to control and administer their own emotional experiences and expressions. Teacher ER gives educators the ability to control the intensity and length of their emotional contact in the context of their professional work [ 10 ]. It will be substantially more difficult for teachers to show their efficacy as a result of these changes. It is necessary to do further study on the subject of ER since it is still in its infancy, especially in the realm of higher education [ 11 ].

Occupational wellness ( OW) involves maintaining a healthy balance between work and leisure activities to promote well-being, personal fulfillment, and financial success. The OW component is influenced by nurturing. The dimension recognizes personal satisfaction and improvement in an individual's life via employment. In a study by [ 12 ], four interconnected resources that contributed to the teachers' OW are highlighted: Psychological, social, human, and health capitals. Research to depict OW in the realm of language teaching in particular higher education is scarce. To fill this lacuna, the current research has constructed a mediation model to investigate the potential transmission of OW and TE to WP and ER within the context of higher education. This investigation offers an opportunity to enhance the understanding by examining the underlined connections. The data collected have sparked a discussion and created possibilities for subsequent studies.

Literature review

As a motivational process, WP helps teachers tackle different activities successfully. WP manifests itself in their propensity to engage in physically demanding tasks, which they eventually come to consider as fundamental to who they are [ 13 ]. As per the dichotomous paradigm for passion established by [ 14 ], passion may be categorized into two distinct forms: harmonious and obsessive. Harmonious passion is the result of an individual's autonomous engagement in an activity and its assimilation into their character. Harmonious passion refers to the deliberate acceptance of behaviors that are deemed important and meaningful, promoting a feeling of unity with one's whole being. Obsessive passion occurs when an individual internalizes an activity to the point that it becomes incorporated into their psyche, resulting in a sense of control. This preoccupation is often initiated by internal pressures and/or external factors linked to self-esteem or societal validation, or by the excessive level of enthusiasm generated by the engaged activities [ 15 ]. An increasing number of scholars have directed their attention towards investigating the impacts of passion in an academic setting. These researchers have established connections between passion and various academic outcomes, including students' academic achievement, intentional effort, perseverance, goal-oriented thinking, resilience in learning, and overall well-being [ 13 , 16 ] Research has indicated that an increase in a learner's passion correlates positively with their propensity to maintain concentration on enhancing their self-competence [ 17 , 18 ].

Considering TE, the educational frameworks developed by [ 6 ] and [ 19 ] are extensively used in educational environments to ascertain the efficacy of instructors in the modern day [ 18 ] 's procedure defines the four categories that are used to assess teachers' effectiveness: organizing and preparing, the setting of the classroom, teaching, and job responsibilities. Similarly, [ 6 ] presented his framework as ten inquiries that represent the correct order for effective educational design. These inquiries include setting learning goals, providing opportunities for learners to apply what they have learned and deepen their comprehension, facilitating student interaction with new knowledge, interacting with learners in the educational process, fostering productive relationships between learners and educators, implementing successful instructional strategies, communicating high expectations for learners, and employing effective, standards-based formative and summative assessment methods that utilize multiple indicators of student competency. According to [ 20 ], TE refers to their capacity to teach successfully in the classroom. Moreover, [ 21 , 22 ] argued that efficiency for instruction is a complex concept that is difficult to define due to its intangible nature. The present research is grounded on self-efficacy theory [ 23 ] and productivity theory [ 24 ]. Self-efficacy, as defined by Bandura, refers to an individual's belief in their ability to effectively affect their activities, leading to successful outcomes.

ER, the last construct in this research, refers to a broad framework that involves psychological, cognitive, and biological elements. It is used to effectively change conditions of emotion [ 25 ]. The concept of ER is not static, but rather a fluid process that impacts and motivates individuals' emotional experiences and expressions [ 26 ]. ER affects not only the initiation, but also the length and delay of emotional reactions, as well as cognitive, emotional, and bodily functions [ 27 ]. Creating a favorable emotional atmosphere enables instructors to better regulate not only their own emotions but also the emotions of their students. To elucidate the construct of teacher ER, [ 28 ] devised a model consisting of six dimensions. These dimensions are Situation selection, Situation alteration, Attention deployment, Reappraisal, Suppression, and Seeking social support. The first three dimensions of the model were formulated based on Gross' process model of ER [ 29 , 30 ]. The reappraisal and suppression aspects were developed based on the results of [ 26 ]. In their pursuit of social support, they used the research conducted by [ 2 ] and [ 31 ]. This model was applied in the present research. One study that looked at the link between burnout, classroom norms about emotional expression, and ER methods was the one conducted by [ 32 ] among teachers. The findings of [ 11 ] in higher education evidenced that university instructors who possess a comprehensive understanding of productive immunity and ER exhibit more resilience and autonomy. More precisely, ER provides university professors with the means to effectively address the challenges and difficult circumstances that arise in their careers. Moreover, the study by [ 33 ] uncovered that the emotional regulation, reflective teaching, self-efficacy, and identity of language instructors could be important factors influencing their psychological well-being. This study emphasizes the need to include reflective practices, emotional management skills, self-efficacy beliefs, and identity reconstruction within teacher training programmers' curricula.

Methodology

Research questions and aims.

Researchers have not yet examined the connections between OW, TE, WP, and ER in terms of their effectiveness in helping EFL teachers in higher education. Given the scarcity of research in this particular domain and the criticality of the enumerated elements in higher education, the objective of this investigation was to assess the effects of WP and ER on OW and TE among EFL instructors. The results of this research could potentially yield beneficial consequences for educators and learners, encompassing both theoretical and practical domains. In consideration of these perspectives, the subsequent areas of inquiry are suggested:

RQ1: Are work passion and emotion regulation for EFL university teachers indicative of their occupational wellness?

RQ2: Are work passion and emotion regulation for EFL university teachers indicative of their effectiveness?

Context and participants

There was a total of 401 individuals who took part in this research; among the language teachers, 250 were men and 151 were women. In China, they were teaching in higher education. Their ages range from twenty-nine to fifty-one, and their years of teaching experience range from a year to twenty-five. Among the participants, 401 had a PhD degree, while the remaining individuals had a master's degree in Applied Linguistics.

Research tools and procedures

The occupational well-being scale.

The 12-item Occupational Well-Being Scale (OWS) developed by [ 34 ] was used to assess teachers' well-being. This measure is designed to assess the overall health and happiness of educators. The participants were asked to rate how much they felt anxious, content, depressed, or enthusiastic concerning their occupation in the previous week. Anxiety is defined as a state of tension-ridden unease, or worry; contentment is defined as a state of being at ease, happy, or relaxed; and despair is defined as a state of sad, depression, or drained. From 1 (never) to 6 (always), there were a total of six possible answers. Based on Table 1 , dependability in this investigation was good.

The teacher effectiveness scale

The evaluation of TE was carried out with the assistance of the scale that was manufactured and verified by [ 35 ]. On this scale, which is comprised of 25 items that are separated into five sub-sections, some of the characteristics that are included are preparation and planning for teaching, classroom management, mastery of subject matter and its delivery, teacher attributes, and interpersonal interactions. In all, five different replies could be given, ranging from 1 (never) to 5 (always). In line with Cronbach's alpha, which varied from 0.806 to 0.881, the ABS dependability in this investigation was good.

The work passion scale

The work passion scale (WPS) by [ 3 ] was used for evaluating WP. The scale has 14 questions, with 7 items measuring harmonious passion and the remaining 7 items evaluating obsessive passion. The answer scale spanned from 1 ("Strongly disagree") to 7 ("Strongly agree"). According to Table 1 , the internal consistency of WPS is acceptable.

The language teacher emotion regulation inventory

The language teacher's emotion regulation inventory (LTERI) evaluated participants' ER techniques [ 28 ] developed this scale, which includes 27 questions and six sub-factors: scenario selection, situation alteration, attention deployment, reappraisal, suppression, and seeking social support. The LTERI questions were designed to be answered on a five-point Likert scale, with 1 indicating "never" and 5 representing "always". Cronbach's alpha scores ranged from 0.788 to 0.924, indicating excellent reliability for the LTERI in this study.

A web-based platform was created to facilitate the data collection process for this research project over a period of five months in 2023. The objectives of this four-part survey are to evaluate OW, TE, WP, and ER. To Analyze the data, the data was screened to check its normality using the Kolmogorov-Smirnov (K-S) test. Once it was determined that the data followed a normal distribution, parametric procedures were suggested for data analysis. The analysis was performed using CFA and SEM with Linear Structural Relations (LISREL) 8.80. As stated by [ 36 ], SEM is a reliable multivariate process that is used to verify the suggested structural theory using a confirmatory hypothesis-taking strategy. The measurement model and the structural model are the two components of a SEM model [ 37 ]. The links between the latent variables and the observable variables are investigated using the measurement model. The associations between the latent variables are measured using the structural model. It is recommended to use CFA to assess all latent variables before testing a structural model [ 38 ].

This section presents a concise overview of the data analysis, along with an elaborate explanation of every element of the report. Firstly, the gathered data underwent the K-S test to identify any patterns in the recurring presentations.

Table 2 shows that the significance values of all the instruments and their components were more than 0.05. This suggests that the findings follow a normal distribution, which justifies the use of parametric approaches for analyzing the data.

After that, the relationships between OW, TE, WP, and ER were investigated using structural equation modeling and a causal analytic framework. A statistical program termed LISREL 8.80 was employed to conduct these experiments. The chi-squared magnitude, RMSEA, CFI, GFI, and NFI were among the metrics used to assess the reliability of the model's predictions in relation to the actual data.

Figures  1 and 2 vividly illustrate the relationship between the factors. Table 3 presents standardized estimates and t-values to analyze the impact of OW, TE, WP, and ER. WP has a significant positive effect on occupational wellness with a beta coefficient of 0.59 and a t-value of 7.12. Similarly, WP also has a significant positive effect on TE with a beta coefficient of 0.52 and a t-value of 6.30. Additionally, ER has a significant positive effect on OW with a beta coefficient of 0.72 and a t-value of 15.66. ER has a positive impact on TE (β = 0.81, t = 21.53).

The Path Coefficient Values for the Connection among OW, TE, WP, and ER (Model 1)

Path Coefficients with T Significance Values (Model 1)

Figures  3 and  4 , together with Table 4 , demonstrate the connections found between the WP and ER components as well as OW and TE. A correlation was discovered between OW and Harmonious Passion (β = 0.54, t = 6.12), Obsessive Passion (β = 0.51, t = 5.97), Situation Selection (β = 0.80, t = 20.59), Situation Modification (β = 0.71, t = 14.08), Attention Deployment (β = 0.67, t = 11.45), Reappraisal (β = 0.74, t = 14.35), Suppression (β = 0.63, t = 9.75), and Seeking Social Support (β = 0.70, t = 12.69). The relationships between TE and Harmonious Passion (β = 0.54, t = 6.12), Obsessive Passion (β = 0.51, t = 5.97), Situation Selection (β = 0.80, t = 20.59), Situation Modification (β = 0.83, t = 22.51), Attention Deployment (β = 0.82, t = 21.76), Reappraisal (β = 0.85, t = 24.47), Suppression (β = 0.76, t = 16.47), and Seeking Social Support (β = 0.78, t = 18.63) are also valid.

The Path Coefficient Values for the Interconnections between OW, TE, WP, and ER (Model 2)

Furthermore, according to [ 39 ], the chi-square is considered to be insignificant, and the ratio of chi-square to degrees of freedom ought to be less than three. It is also noted that the root means square error of approximation (RMSEA) should be less than 0.1. Additionally, a good match is indicated by the NFI where the cut value is larger than 0.90, the GFI where the cut value is higher than 0.90, and the CFI where the cut value is greater than 0.90 [ 39 ].

As can be shown in Table 5 , Model 1 fit criteria are met by the chi-square/df ratio of 2.819, the RMSEA of 0.067, the GFI of 0.925, the NFI of 0.934, and the CFI of 0.959. Additionally, Table 5 provides a brief overview of the fact that every model fit index associated with Model 2 is suitable. Examples include the RMSEA (0.070), the GFI (0.945), the NFI (0.938), the CFI (0.952), and the chi-square/df ratio (2.908).

Moreover, this research used a Pearson product-moment correlation to examine the association between OW, TE, WP, and ER.

Table 6 displays the connections between OW, TE, WP, and ER that were determined to be significant. It was found that WP was associated with OW ( r = 0.615) and TE ( r = 0.602). The connections between ER and OW ( r = 0.745) and TE ( r = 0.841) were also confirmed. The details of these connections are illustrated in Table 6 .

Table 7 illustrates the positive and statistically significant link that exists between the OW, TE, WP, and ER subcomponents. OW and harmonious passion ( r = 0.593), obsessive passion ( r =0.624), Situation Selection ( r =0.678), Situation Modification ( r = 0.734), Attention Deployment ( r =0.703), Reappraisal ( r =0.760), Suppression ( r = 0.655), and Seeking Social Support ( r = 0.721), all supported this conclusion. Furthermore, it was established that the subsequent correlations between TE, WP, and ER subfactors were positive and statistically significant: harmonious passion ( r = 0.560), obsessive passion ( r =0.531), Situation Selection ( r =0.824), Situation Modification ( r = 0.856), Attention Deployment ( r =0.841), Reappraisal ( r =0.879), Suppression ( r =0.780), and Seeking Social Support ( r = 0.804).

The overall theme of this research was to investigate the impact of EFL university teachers' WP and ER on their OW and TE. The results, particularly Model 1, indicate that WP and ER are important factors in predicting OW and TE. In accordance with the findings, notably Model 1, WP and ER are significant determinants in determining the likelihood of OW and TE that will occur. Self-determination, autonomy, enthusiasm, resilience, and persistence are all traits that may be developed via the cultivation of a powerful degree of protection and a skilled ability to manage emotions. Disregarding one's emotional balance and displaying maladaptive emotional intelligence, on the other hand, might have negative consequences. As a result, teachers in higher education need to use more ways that are contemplative and self-analytical to face the complex challenges and changes that are occurring in educational contexts [ 40 ]. It is of the utmost importance to improve teachers' understanding of the underlying principles that underlie the notions of WP, ER, OW, and TE, as well as the critical role that these competencies play in their job performance.

Firstly, it was revealed that enthusiasm for teaching and emotion management was an essential predictor of teacher OW (QR1: Are work passion and emotion regulation for EFL university teachers indicative of their occupational wellness?). This conclusion is corroborated by various researchers who have emphasized the relevance of teachers’ emotion control in classroom environments and its consequences on teacher welfare [ 41 , 42 ]. It is plausible to suggest that instructors’ coping methods could enhance the association between emotional control and emotional health. For instance, teachers who apply more suitable emotional control tactics may suffer less fear from disordered learning situations and learners’ disobedience as they are adept at addressing stresses that arise in the educational setting. As a consequence, the perception of capability may make it possible for educators to achieve a higher level of psychological well-being, which in turn helps them to increase the likelihood that they will be satisfied with their job and the teaching they do in the classroom [ 42 , 43 ]. On the other hand, when EFL instructors are unable to successfully manage their emotions, they are unable to successfully cope with the challenges that arise in the classroom; thus, they may consider their job to be emotionally draining [ 12 , 43 , 44 ]. In addition, teachers who can control their emotions can devise strategies that are suitable for their emotional state and establish a profound and pleasurable connection with their students. Consequently, teachers are more likely to experience satisfaction and joy in their work, and they are also more likely to boost their personal growth as they achieve strong emotional well-being throughout their careers. This conclusion is congruent with study findings of [ 45 ] which indicated that instructors’ effectiveness judgments were connected with their psychological and physical participation in instructional activities.

Secondly, it was established that teacher perception of effectiveness may strongly predict the psychological wellness of EFL instructors. This conclusion corresponds with the outcomes of a substantial body of literature indicating that high levels of teachers’ self-efficacy are connected with an elevated state of emotional wellness [ 46 ]. For instance, [ 47 ] observed that the self-worth of teachers was connected to their overall mental health. In other words, instructors with high self-efficacy reported greater degrees of good emotions and contentment and had a lower proportion of unfavorable sentiments. A possible reason could be that educators with a higher level of optimism (e.g., perceptions that they have a substantial effect on student’s development and learning) may be extremely motivated and exceedingly satisfied with their profession, which in turn may enhance their emotional health. This is corroborated by [ 48 ] who suggested that one’s intrinsic drive adds to their psychological wellness. Additionally, instructors’ enthusiastic mindset about their instruction could assist them in nurturing their teaching abilities and instructional efficacy by palliating their emotional burdens and problems. It may also be suggested that educators have a feeling of fulfillment and suffer less fatigue if they are equipped with stronger efficacy views and confidence in their skills to teach effectively and energetically engage their learners.

It may be suggested that educators’ substantial degree of competency and efficacy in their teaching abilities would lessen the levels of fear, dissatisfaction, and sadness. This explanation fits with the findings of several recent research that identified teacher self-efficacy as a negative indicator of disengagement and burnout [ 49 ]. From this approach, greater degrees of self-worth in teaching could be associated with increased work satisfaction and positive employment desires. The truth is, that teachers with a higher degree of instructional efficacy may grow confidence-boosting in employing methods for emotional regulation if they run into challenging and demanding situations; subsequently, they encounter fewer concerns in their position than instructors who have lower degrees of self-worth. As a consequence, teachers’ good feelings (i.e., reduced worry and further job satisfaction) might boost their psychological welfare as well as optimum functioning, pushing them to further devotion to instructional operations and work commitment. This is corroborated by [ 50 ] who illustrated that teachers’ contentment in educational settings is highly connected with their involvement levels. This research provides important insights on OW and TE with the mediator roles of WP and ER, and it has significant implications for policymakers, teacher educators, and other relevant stakeholders who are interested in understanding how to help language teachers in their professional duties.

All in all, under the surface layer of teacher occupational wellness and effectiveness different factors are hidden. The study findings uncover that WP and ER are critical in determining the state of OW and TE in higher education. These results have significant implications for instructional administrators as a whole and the executive boards of higher education institutions specifically. The outcomes confirmed the significance of a teacher's WP and ER as strategic instruments for enhancing their OW and TE. Therefore, based on the results of this study, it is recommended that educators and strategists in higher education institutions focus on enhancing students' WP and ER by investing in the development of teachers' skills in this regard. This can be achieved by increasing teachers' knowledge through opportunities by providing them with training specifically tailored for teaching in higher education. The results of this research also provide evidence that emotional contagion fully mediates the transmission of a teacher's professional enthusiasm. This discovery indicates that a teacher's intense enthusiasm for their job may influence the ways they teach and act. Higher education planners must prioritize teachers' education. The results of this study indicate that the transmission of a teacher's WP and ER to OW and TE is more pronounced when the instructor has a Ph.D. degree. The results suggest that tactics in educational contributions and recruiters/hiring managers in higher education institutions should review faculty recruitment and selection policies. This will help them assign the most competent applicants with higher education and requirements, ensuring the delivery of high-quality education.

Higher education faculty may benefit from considering the instructional implications of this study's results. Higher education programs should take into account the need to teach students how to effectively use ER techniques based on contextual and psychological variables. A wide variety of tactics should be the focus of such training programs, with an emphasis on demonstrating when and how each one works. Training should also place more emphasis on how university teachers' personal qualities, as well as preferences, impact the efficacy of their ER tactics. This data also encourages academics to change their negative ER methods to more positive ones, which should help their self-efficacy and second language grit.

Professionals in the field of EFL education would do well to assist their fellow educators by providing them with guidance and training in the identification and management of stress, as well as in the development of healthy pedagogical attitudes and emotional regulation skills. Managers may do their part to create a warm and inviting classroom environment where EFL instructors feel comfortable sharing their true sentiments and where they can get the information, they need to accurately assess different teaching situations. If teachers have a more positive outlook on their work environment, they may be more motivated to find solutions to the emotional challenges they face in the classroom. The findings of this research highlight the need to support EFL professionals in developing their self-worth and knowledge since these factors are known to play a significant role in ensuring their psychological health while working in the EFL field. One way to make this happen is to provide teachers with more opportunities to acquire the knowledge they need to address any gaps in their pedagogical repertoire. Furthermore, to foster a more favorable perception of EFL instructors' ability as educators, supervisors or administrators should provide them additional power.

Limitations and suggestions for future researchers

Some limitations are included in the results of this study: To begin, the research used a quantitative approach. Future research can utilize mixed-method approaches to examine the connections between various teacher-related concepts, such as ER, self-efficacy, L2 grit, work engagement, autonomy, critical thinking, job satisfaction, reflective teaching, self-regulation, and immunity, to gain a better grasp of the causal interactions among the variables in question. Secondly, as a point for future study, we did not investigate how participants' demographic factors impacted OW, TE, WP, and ER. Finally, individuals were selected via convenience sampling owing to practical limitations. Which is not accurately reflective. Consequently, findings from this research should be carefully understood and used broadly with caution. This research will concentrate on the ER methods used by EFL university teachers in the workplace. A trait method was used to evaluate EFL university teachers' ER. Moreover, ER methods in reaction to emotional events in the workplace were evaluated retrospectively, focusing on their frequency and intensity. Additionally, additional studies should be conducted to see whether ER affects their students' ER. Another idea is for academics to look at different types of educational settings, such as public and private language schools, to see how OW, TE, WP, and ER interact.

Availability of data and materials

The dataset of the present study is available upon request from the corresponding author.

Maiers A, Sandvold A. The Passion-driven Classroom: A Framework for Teaching and Learning. 2nd ed. Routledge: Milton Park; 2017.

Book   Google Scholar  

Taxer JL, Gross JJ. Emotion regulation in teachers: the “why” and “how.” J Teach Teacher Educ. 2018;74:180–9. https://doi.org/10.1016/j.tate.2018.05.008 .

Article   Google Scholar  

Vallerand, R. J., & Houlfort, N. (2003). Passion at work: Toward a new conceptualization, in social issues in management. Vol. 3. eds. D. Skarlicki, S. Gilliland and D. Steiner. Greenwich: Information Age Publishing. 175–204.

Vallerand RJ, Salvy S-J, Mageau GA, Elliot AJ, Denis PL, Grouzet FME, et al. On the role of passion in performance. J Pers. 2007;75:505–34. https://doi.org/10.1111/j.1467-6494.2007.00447.x .

Article   PubMed   Google Scholar  

Stronge JH. Qualities of effective teachers (3 ed.). Alexandria: Association For Supervision And Curriculum Development; 2018.

Marzano R. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: Association For Supervision And Curriculum Development; 2007.

Klassen RM, Kim LE. Selecting teachers and prospective teachers: A meta-analysis. Educ Res Rev. 2019;26:32–51. https://doi.org/10.1016/j.edurev.2014.06.001 .

Buric, I., Penezi ´ c, Z., and Sori ´ c, I. (2017). Regulating emotions in the teacher’s workplace: development and initial validation of the teacher emotion-regulation scale. Int J Stress Manag. 24, 217–246. https://doi.org/10.1037/str0000035 .

Chen J, Cheng T. Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. Eur J Psychol Edu. 2021;37:417–38. https://doi.org/10.1007/s10212-021-00537-1 .

Article   ADS   Google Scholar  

Frenzel AC, Daniels L, Burić I. Teacher emotions in the classroom and their implications for students. Educ Psychol. 2021;56(4):250–64. https://doi.org/10.1080/00461520.2021.1985501 .

Namaziandost E, Heydarnejad T. Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education. Asian-Pacific J Second Foreign Lang Educ. 2023;8(1). https://doi.org/10.1186/s40862-023-00207-3 .

Babic S, Mairitsch A, Mercer S, Sulis G, King J. Language teachers’ capitals as resources for wellbeing across the career trajectories. Eur J Teach Educ. 2023. https://doi.org/10.1080/02619768.2023.2280530 .

Pollack JM, Ho VT, O’Boyle E, Kirkman BL. Passion at work: a meta-analysis of individual work outcomes. J Organ Behav. 2020;41:311–31. https://doi.org/10.1002/job.2434 .

Vallerand RJ. From motivation to passion: In search of the motivational processes involved in a meaningful life. Can Psychol. 2012;53:42–52. https://doi.org/10.1037/a0026377 .

Cabrita C, Duarte A, P,. Passionately demanding: Work passion’s role in the relationship between work demands and affective well-being at work. Front Psychol. 2023;14:1053455. https://doi.org/10.3389/fpsyg.2023.1053455 .

Article   PubMed   PubMed Central   Google Scholar  

Yukhymenko-Lescroart MA, Sharma G. Passion for work and well-being of working adults. J Career Dev. 2022;49:505–18. https://doi.org/10.1177/0894845320946398 .

Vallerand RJ. The Psychology of Passion: A Dualistic Model. Oxford: Oxford University Press; 2015.

Danielson C. Enhancing professional practice : a framework for teaching. Alexandria: Association For Supervision And Curriculum Development; 2007.

Stronge JH, Ward TJ, Grant LW. What makes good teachers good? A cross- case analysis of the connection between teacher effectiveness and student achievement. J Teach Educ. 2011;62(4):339–55.

Watson S, Miller T, Davis L, Carter P. Teachers’ perceptions of the effective teacher. Res Schools. 2010;17(2):11–22.

Google Scholar  

Taylor S, Thion S. How has teaching effectiveness been conceptualized? Questioning the consistency between definition and measure. Front Educ. 2023;8:1253622. https://doi.org/10.3389/feduc.2023.1253622 .

Bandura A. Self-efficacy: The exercise of control. W. H: Freeman; 1997.

Bandura A. On the functional properties of perceived self-efficacy revisited. J Manag. 2012;38:9–44. https://doi.org/10.1177/0149206311410606 .

Taylor FW. The principles of scientific management. Dover; 1997.

Gross JJ, Barrett LF. Emotion generation and emotion regulation: one or two depends on your point of view. Emot Rev. 2011;3:8–16. https://doi.org/10.1177/1754073910380974 .

Gross JJ, John OP. Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J Pers Soc Psychol. 2003;85:348–62. https://doi.org/10.1037/0022-3514.85.2.348 .

Gross, J. J., Thompson, R. A. (2007). “Emotion regulation: conceptual foundations,” in Handbook of Emotion Regulation, ed. J. J. Gross. New York, NY: Guilford Press. 3–24.

Heydarnejad T, Zareian G, Ghaniabadi S, Adel SMR. Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Front Psychol. 2021;12:708888. https://doi.org/10.3389/fpsyg.2021.708888 .

Gross JJ. Antecedent- and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. J Pers Soc Psychol. 1998;74:224–37. https://doi.org/10.1037//0022-3514.74.1.224 .

Article   CAS   PubMed   Google Scholar  

Gross JJ. The emerging field of emotion regulation: an integrative review. Rev General Psychol. 1998;2:271–99. https://doi.org/10.1037/1089-2680.2.3.271 .

Jennings PA, Greenberg MT. The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Rev Educ Res. 2009;79:491–525. https://doi.org/10.2307/40071173 .

Chang ML. Emotion display rules, emotion regulation, and teacher burnout. Front Educ. 2020;5:90. https://doi.org/10.3389/feduc.2020.00090 .

Ismail SM, Patra I, Yang H, Ajanil B. Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context. Asian J Second Foreign Lang Educ. 2023;8:44. https://doi.org/10.1186/s40862-023-00215-3 .

Warr P. The measurement of well-being and other aspects of mental health. J Occup Psychol. 1990;63:193–210. https://doi.org/10.1111/j.2044-8325.1990.tb00521.x .

Prakash, C., Chandra, S., Chandrashekar, H. Measuring Teacher Effectiveness Development of a Shorter Version of Teacher Effectiveness Scale (TES). Int J Educ Modern Manag Appl Sci Soc Sci (IJEMMASSS), 2(3), 58-63, 2020.

Schreiber JB, Nora A, Stage FK, Barlow EA, King J. Reporting structural equation modeling and confirmatory factor analysis results: a review. J Educ Res. 2006;99:323–38. https://doi.org/10.3200/joer.99.6.323-338 .

Kunnan AJ. An introduction to structural equation modelling for language assessment research. Lang Testing. 1998;15:295–332.

Hair JF, Anderson RE, Tatham RL, Black WC. Multivariate Data Analysis. 5th ed. Hoboken: Prentice Hall; 1998.

Jöreskog KG. New developments in LISREL: analysis of ordinal variables using polychoric correlations and weighted least squares. Qual Quantity. 1990;24:387–404. https://doi.org/10.1007/BF00152012 .

Pawlak, M., Zarrinabadi, N., Kruk, M. (2022). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. J Multilingual Multicultural Dev. 1–17. https://doi.org/10.1080/01434632.20222091579 .

Mercer S, Gregersen T. Teacher wellbeing. Oxford: Oxford University Press; 2020.

Sulis G, Mercer S, Babic S, Mairitsch A. Language Teacher Wellbeing Across the Career Span. Bristol: Multilingual Matters; 2023.

Wessels E, Wood L. Fostering teachers’ experiences of well-being: a participatory action learning and action research approach. S Afr J Educ. 2019;39(1):1–10.

Yang Y, Que L. The influence of existence–relatedness–growth need satisfaction and job burnout of young university teachers: the mediating role of job satisfaction. Front Psychol. 2023;14:1–9. https://doi.org/10.3389/fpsyg.2023.1205742 .

Buric I, Macuka I. Self-efficacy, emotions and work engagement among teachers: a two-wave cross-lagged analysis. J Happiness Stud. 2017;19:1917–33. https://doi.org/10.1007/s10902-017-9903-9 .

Saaranen T, Tossavainen K, Ryhanen E, Turunen H. Promoting the occupational well-being of teachers for the Comenius program. Int J High Educ. 2013;2(2):159–74.

Saaranen T, Tossavainen K, Turunen H, Kiviniemi V, Vertio H. Occupational well-being of school staff members: a structural equation model. Health Educ Res. 2007;22(2):248–60. https://doi.org/10.1093/her/cyl073 .

Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68–78. https://doi.org/10.1037/0003-066X.55.1.68 .

Fathi J, Greenier V, and Derakhshan A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iran J Lang Teach Res. 9, 13-37. https://doi.org/10.30466/ijltr.2021.121043 .

Aiello A, Tesi A. Emotional job demands within helping professions: Psychometric properties of a version of the Emotional Job Demands scale. TPM-Test Psychometric Methodol Appl Psychol. 2017;24(2):167–83.

Download references

Acknowledgments

Not applicable.

No funding received.

Author information

Authors and affiliations.

Hebei Normal University of Science &Technology, Qinhuangdao, 066600, China

Xiumin Yu & Tongxiu Ying

You can also search for this author in PubMed   Google Scholar

Contributions

XY made substantial contribution to writing the paper and carrying out the research design. TY also had contributions in writing the paper, doing the analysis, and interpreting the results. Both authors finally approved the final version of the paper.

Corresponding author

Correspondence to Xiumin Yu .

Ethics declarations

Ethics approval and consent to participate.

The studies involving human participants were reviewed and approved by the Research Ethics Review Committee at Hebei Normal University.

Written informed consent to participate in this study was provided by the participants.

All the experiments in our study were conducted in accordance to the relevant guidelines and regulations of 1963 Helsinki declaration and its later amendments.

Informed consent for participants below the age of 16 was obtained from their parents.

Consent for publication

Competing interests.

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Yu, X., Ying, T. Under the surface of teacher occupational wellness and effectiveness in higher education: a look into the mediator roles of work passion and emotion regulation via SEM analysis. BMC Psychol 12 , 166 (2024). https://doi.org/10.1186/s40359-024-01656-2

Download citation

Received : 04 February 2024

Accepted : 11 March 2024

Published : 20 March 2024

DOI : https://doi.org/10.1186/s40359-024-01656-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Occupational wellness
• Effectiveness
• Work passion
• Emotion regulation
• SEM analysis
• Teaching in higher education

BMC Psychology

ISSN: 2050-7283

• General enquiries: [email protected]

Psychology Research Response Paper

Students are required to read 6 original psychological articles. This gives students the opportunity to gain an understanding of psychological research straight from the source (rather than through the filter of a textbook). Some of these writings are classic work from early researchers, and others are more contemporary work. All are aimed at giving students an understanding of how psychological research is conducted and reported.

Association for Rehabilitation Research, Policy and Education

• Board of Directors
• Subscribe to ARRPE communications

Call for Proposals

The Association of Rehabilitation, Research, Policy and Education is seeking submissions for the spring ARRPE Research Symposium being held in Madison, Wisconsin, on May 21. Presentations should focus on topics related to current developments related to rehabilitation research, policy and education.

Deadline for Submission : March 22, 2024

Type of Presentations (all sessions are 60-minutes; AV support is available for breakout sessions only):

• Breakout Session (research/literature review)  – Presentation of a scholarly research paper or literature review.
• Breakout Session (practice)  – Description of an exemplary program or effective practice that is supported in the literature.
• Poster Session  – Presentation of research findings or literature review in a poster format. Multiple sessions will run concurrently in the same room.

Submission Guidelines

Please address the following areas in your submission. 

• Title:  Limited to 12 words
• Abstract:  Limited to 120 words
• Breakout Session  (Research/Literature Reviews  –  limit 1,200 words) :  For scholarly research papers include the Purpose, Method, Results, Implications for Practice, and Conclusions. For literature reviews include the Purpose, Summary of Literature, Implications for Practice, and Conclusions.
• Breakout Session  (Practice  –  limit 600 words) :  Purpose, Summary of Literature, Description of Program or Practice, Implications for Practice
• Poster Session  (limit 600 words) :  Briefly address the criteria identified for the research or literature review breakout sessions
• Learning Objectives: Identify three learning objectives for your presentation
• Presenter Information:  For each presenter, please provide the following information as it should appear in symposium materials:  Name, Credentials, Institutional Affiliation, Email, Address, Phone Number .
• Availability of Presenters:  Please indicate that if accepted, all presenters agree to attend the conference, pay the conference fee, have their session recorded, and not charge a separate admission fee for their session. 
• Alternative Format:  Please indicate your willingness to present a poster session if your submission is not accepted for a breakout session.

Applicants will be notified of the decision on their submission on or around March 28, 2024.

Contact the Illinois Institute for Rehabilitation and Employment Research at [email protected] .

Submit your proposal for the Spring 2024 ARRPE Research Symposium

Proposals may be submitted via our  PDF/Word upload portal . If you have questions regarding your submission or how to submit your proposal, please contact us at  [email protected].

GATE 2024: Cut-off Marks Released For All Subjects, Check List Here

The highest cut-off for gate 2024 is 52.7 for the humanities and social sciences (psychology) paper..

The Indian Institute of Science (IISc) Bangalore has announced the cut-off marks for various subjects for the Graduate Aptitude Test in Engineering (GATE 2024) . The cut-off is the minimum marks required by candidates to qualify the GATE 2024 exam. The GATE counselling will soon open for candidates who qualify the cut-off marks.

The highest cut-off for GATE 2024 is 52.7 for the Humanities and Social Sciences (Psychology) paper.  While the lowest GATE 2024 cut-off is 25 for Biomedical Engineering, Chemical Engineering, Electronics and Communication Engineering, Mathematics and Mining Engineering.

Promoted Listen to the latest songs, only on JioSaavn.com

The institute had earlier also shared the list of highest rankers from all branches of Engineering . 

Candidates can visit the official website of GATE 2024 to check the complete list of subjects and their cut off marks.

The cut-off marks for some of the subjects are stated below- 

• Aerospace Engineering- 33.3
• Agricultural Engineering- 25
• Architecture and Planning- 41.5
• Biomedical Engineering- 25
• Biotechnology - 35
• Civil Engineering- 28.3
• Computer Science and Information Technology- 24.8    
• Chemistry- 25.2
• Data Science and Artificial Intelligence- 37.1
• Electronics and Communication Engineering- 25
• Electrical Engineering- 25.7
• Environmental Science and Engineering- 37.9
• Ecology and Evolution- 35.8
• Geomatics Engineering- 41.1
• Geology and Geophysics (Geology)-42
• Geology and Geophysics (Geophysics)- 49
• Instrumentation Engineering- 32.7
• Mathematics- 25
• Mechanical Engineering- 28.6

The complete list is available on the official website of the GATE 2024.

Track Budget 2023 and get Latest News Live on NDTV.com.

Track Latest News Live on NDTV.com and get news updates from India and around the world .

Track Latest News and Election Results Coverage Live on NDTV.com and get news updates from India and around the world.

Watch Live News:

Most new doctors face some form of sexual harassment, even after #MeToo

Pair of new studies in first-year residents shows some encouraging trends, variation in experiences, and increased recognition of what constitutes harassment.

More than half of all new doctors face some form of sexual harassment in their first year on the job, including nearly three-quarters of all new female doctors and a third of males, a new study finds.

That's actually down somewhat from the percentage of new doctors who experienced the same five or six years before, according to the paper published in JAMA Health Forum by a team from the University of Michigan Medical School and Medical University of South Carolina.

And today's new doctors are more likely than their predecessors to recognize that what they experienced qualifies as harassment, whether it was gender-biased comments or jokes, persistent unwanted romantic overtures, or pressure to engage in sexual activity for job-related reasons.

But the new study and another paper published recently in JAMA Network Open suggest that medical schools and hospitals need to do more to educate about, and address, all forms of sexual harassment. Some institutions and specific medical specialties have more work to do than others, the research shows.

That's especially true for profession-related sexual coercion, which increased across the six years studied, though it was much rarer than gender-based verbal or work environment harassment.

In all, more than 5% of female first-year residents, also called interns, said in 2023 that they had been in a situation where they felt pressured to engage in a sexual activity in order to get favorable professional treatment. That was more than double the percentage who said so in 2017. The rate in men stayed the same, at less than 2%.

"The overall decrease in sexual harassment incidence over recent years suggests a move in the right direction, however rates of sexual harassment experienced by physician trainees are still alarmingly high," said Elena Frank, Ph.D., lead author of the new study and an assistant research scientist at the Michigan Neuroscience Institute.

The findings come from surveys of thousands of doctors who took part in the Intern Health Study, based at the institute. Each summer, the study enrolls thousands of recent medical school graduates who volunteer to take a variety of smartphone-based surveys and wear activity trackers for their entire intern year.

Recognizing harassment

The new JAMA Health Forum study includes data from nearly 4,000 doctors who finished intern year in 2017, 2018 or 2023. In addition to being asked a general question about whether they had experienced sexual harassment, they were also asked whether and how often they had had specific experiences that qualify as gender-based harassment, unwanted sexual attention and sexual coercion.

That allowed the researchers to measure interns' recognition of what constitutes sexual harassment. To do so, they analyzed how many interns said they had had at least one of those specific experiences, and compared that with each person's answer on the general question of whether they'd experienced sexual harassment.

In all, 55% of the interns in the 2023 group had experienced at least one form of sexual harassment. But only about 18% of that group recognized that they had experienced sexual harassment, and there was a big gap between women and men in recognition.

Recognition of what constitutes sexual harassment has improved, the study shows; in 2017 less than 9% of those who had a sexual harassment experience recognized it as such. Recognition improved fivefold in surgical specialties.

"The persistent gap between the experience and recognition of sexual harassment identified in our study illustrates the importance of looking beyond policy compliance, to challenge the deeply entrenched cultural norms that have enabled sexual and gender-based harassment to continue largely unquestioned in medicine for so long," said Frank, who directs the Intern Health Study team. The society-wide #MeToo movement for sexual harassment awareness and prevention has likely made a difference too.

Variation in experiences

The team explored differences between types and locations of medical training in their JAMA Network Open paper, which is based on 2,000 interns who finished intern year at 28 institutions in 2017.

Interns training in surgery and emergency medicine were 20% more likely than those training in pediatrics or neurology to have experienced sexual harassment in 2017. And interns at some hospitals were 20% more likely to have experienced sexual harassment than those at hospitals with the lowest number of interns reporting any sexual harassment.

Elizabeth Viglianti, M.D., M.P.H., M.Sc., lead author of the JAMA Network Open study and an assistant professor of internal medicine at U-M, notes that the variation between specialties and institutions seen in the study she led suggests that residency programs and hospitals play a key role in combating harassment.

She notes that surgical training programs, which include general surgery and specialties that include surgical training such as gynecology, urology, otolaryngology, neurosurgery, plastic surgery and orthopedic surgery, have the most work to do.

"Until administrators, faculty, and trainees truly understand that sexual harassment is not and should not be an expected or accepted part of the training experience, an equitable and safe learning environment for physicians cannot be achieved," Frank said.

In addition to Frank and Viglianti, the authors of the two papers include Intern Health Study co-investigator Constance Guille, M.D., of the Medical University of South Carolina; Intern Health Study principal investigator Srijan Sen, M.D., Ph.D., who is also the director of the Eisenberg Family Depression Center and a professor of psychiatry and neuroscience at U-M; other U-M faculty Amy Bohnert, Ph.D., M.H.S., Andrea Oliverio, M.D., M.Sc., and Lisa Meeks, Ph.D. as well as Intern Health Study team members Zhuo Joan Zhao, M.S., Yu Fang, M.S.E., Jennifer Cleary, a doctoral student in psychology at U-M, and Karina Pereira-Lima, a Ph.D. student at the University of Sao Paolo.

The Intern Health Study is funded by the National Institute of Mental Health (MH101459). Additional NIH funding was also used for the two studies.

• Gender Difference
• Relationships
• Disorders and Syndromes
• Educational Psychology
• Public Health
• Education and Employment
• Popular Culture
• Educational Policy
• Delusions of parasite infestation
• Sex education
• Homosexuality
• Platonic love
• Bisexuality
• Synesthesia

Story Source:

Materials provided by Michigan Medicine - University of Michigan . Original written by Kara Gavin. Note: Content may be edited for style and length.

Journal References :

• Elena Frank, Zhuo Zhao, Yu Fang, Jennifer L. Cleary, Elizabeth M. Viglianti, Srijan Sen, Constance Guille. Trends in Sexual Harassment Prevalence and Recognition During Intern Year . JAMA Health Forum , 2024; 5 (3): e240139 DOI: 10.1001/jamahealthforum.2024.0139
• Elizabeth M. Viglianti, Andrea L. Oliverio, Karina Pereira-Lima, Elena Frank, Lisa M. Meeks, Srijan Sen, Amy S. B. Bohnert. Variation by Institution in Sexual Harassment Experiences Among US Medical Interns . JAMA Network Open , 2023; 6 (12): e2349129 DOI: 10.1001/jamanetworkopen.2023.49129

Cite This Page :

Explore More

• Next-Gen Solar Cells: Perovskite Semiconductors
• When Faces Appear Distorted: Rare Condition
• End of Planet Formation
• Enormous Ice Loss from Greenland Glacier
• Signs of Life Detectable in Single Ice Grain
• Tudor Era Horse Cemetery
• When Do Babies Become Conscious?
• Secrets of the Van Allen Belt Revealed
• Robotic Prostheses, Exoskeletons
• Bronze Age Families: Clothing, Recipes, Pets

Trending Topics

Strange & offbeat.