This study explored how self-control and eudaimonic orientation are associated with learning burnout and internet addiction risk (IAR). Our results demonstrate that learning burnout has a significant and positive impact on IAR. The impulse system and control system play parallel mediating roles in the relationship between learning burnout and IAR. The relationship between learning burnout and IAR is moderated by eudaimonic orientation. Finally, the mediating role of the impulse system on learning burnout and IAR is moderated by eudaimonic orientation. With these findings, our study clarifies the mediating roles of the impulse system and control system in learning burnout and IAR and the moderating effects of hedonic orientation and eudaimonic orientation. Our study not only offers a new perspective for IAR research but also has practical implications for intervening in middle school students' IAR.

Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1;  = 26.29 years; 75.2% female) and school students' (Study 2;  = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) between immigrant and non-immigrant students. Study 1 shows that preservice teachers, regardless of their own cultural background, perceived the Turkish origin teacher as less biased, even when she voiced the stereotype, and as more motivationally supportive of school students in general than the German origin teacher. Study 2 shows that in contrast, among school students, the minority teacher was not perceived as less biased than the majority teacher. Rather, immigrant school students, in particular those with Turkish roots, were more concerned than students of the German majority that the teacher-irrespective of her background-was biased. Interestingly, these differences between students from different backgrounds disappeared when the teacher said that learning gains differed between immigrant and non-immigrant students. Immigrant school students of non-Turkish backgrounds, but not Turkish origin students suffered in their learning when instructed by the Turkish origin teacher who voiced the stereotype. We discuss implications for teacher recruitment.

The integration of ethnic minority youth can only be successful if they are motivated to establish and maintain social relationships in important institutions such as school. At the same time, worries about negative stereotypes about one's ethnic group can undermine ethnic minority students' motivation to approach others. In the present study, we tested whether social identity threat predicts ethnic minority adolescents' social approach motivation via reduced sense of belonging. We also examined whether multiple social identities (i.e., high endorsement of ethnic and national idenitiy) buffer against the negative effects of social identity threat. In a sample of 426 ethnic minority students from 36 9 -grade classes in Germany, social identity threat was indirectly related to social approach motivation via reduced sense of belonging to the school and class. The interplay of students' ethnic and national identity moderated the relationship of social identity threat and sense of belonging. The relationship was particularly negative for students who endorsed either ethnic or national identity. However, it was less negative for students with integrated multiple social identities and non-significant for students who identified neither with the ethnic nor the national group. Results generalized for social approach motivation towards ethnic majority and minority classmates. These patterns were only found for social approach motivation in face-to-face contact situations, but not in online situations. We discuss these findings in light of the literature on social identity threat and multiple social identities. Practical implications include measures to foster students' sense of belonging and to reduce social identity threat.

First-generation (FG) college students (students for whom neither parent earned a bachelor's degree) are typically less likely to interact with their instructors and communicate with them by email or in person, compared to continuing-generation (CG) students. Qualitative research suggests FG students are less likely to seek help when they need it, and when they do seek help they are more likely to engage in passive help-seeking (e.g., waiting quietly for assistance) as opposed to active help-seeking (e.g., promptly requesting assistance through multiple methods), compared to CG students. The current laboratory study provided students with an opportunity to seek academic and non-academic help and measured whether students engaged in active help-seeking behavior. We also tested whether having a shared identity with a help-provider could increase active help-seeking behavior among FG students. Results showed that FG students were less likely to seek academic help. Among FG and CG students who sought academic help, the intervention had no significant impact on active help-seeking. However, among students seeking non-academic help, active help-seeking behaviors were significantly higher for FG college students assigned a help-provider who signaled a FG identity. In other words, having a shared identity with a help-provider led to more active help-seeking among FG college students seeking non-academic assistance. FG faculty, staff, and student workers who provide non-academic assistance may want to consider self-identifying as FG to increase help-seeking behaviors among FG students struggling to navigate the college environment.

This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020-2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that (a) e-mentoring allowed for avoidant behaviors from mentors (b) successful mentoring involves the development of personal relationships between a mentor and mentee, and (c) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices.

Racial oppression in the United States has changed many forms post-2016 elections, including anti-immigrant sentiments towards highly visible immigrant communities, such as Latinx and Asian people. The weaponization of immigration status against Latinx and Asian people in the U.S. has increased drastically post-2016 and equity researchers have responded with scholarship primarily addressing the systemic and macro levels of these oppressive behaviors. Less is known during this period about the shifts of everyday racism-related attacks - such as racial microaggressions. Racial microaggressions are daily stressors that can severely impact the targets' well-being and people of color often engage in coping strategies to disarm and neutralize these stressors. The internalization of these degrading and stereotypical messages is a common coping strategy with people of color adopting these negative images into their self-view. Using a sample ( = 436) collected in the Fall of 2020, we unpack the relationships between immigration status microaggressions, psychological distress, and internalization among Latinx and Asian college students. We compared the frequencies of immigration status microaggressions and psychological distress between Latinx and Asian respondents. We used a conditional (moderated mediation) process model to explore possible significant interactions. Our findings suggested that Latinx, compared to Asian students, significantly reported more experiences of immigration status microaggressions and psychological distress. A mediation analysis showed that internalizing coping strategies partially mediated the relationship between immigration status microaggressions and poor well-being. Finally, a moderated mediation model's results highlighted that being Latinx moderated the positive relationship between immigration status microaggressions and psychological distress through internalization.

The present study focused on teachers' perceived digital literacy, occupational self-efficacy, and psychological distress. Our sample included 279 Romanian teachers aged 20 to 66 ( = 31.92,  = 11.72), with professional experience ranging from 1 to 46 years ( = 8.90). We tested a moderated mediated model, exploring occupational self-efficacy as a mediator of the relationship between perceived digital literacy (moderated by gender, controlling for age and professional experience) and psychological distress. Our findings suggested that higher levels of perceived digital literacy led to higher levels of occupational self-efficacy, which led to lower levels of psychological distress. Gender moderated this relationship, i.e., the observed indirect effects were significant for both genders, but the effects were stronger for male participants. We discuss our results concerning their practical implications for teachers' mental health and professional activity and the perspectives following the COVID-19 pandemic.

Given the social and emotional tolls of the COVID-19 pandemic on college and university students, many students have become academically disengaged during the pandemic. Although some colleges and universities have the capacity to promote social support for their students, research has yet to comprehensively demonstrate the relationship between social support and academic engagement. To fill this gap, we leverage survey results from four universities across the United States and Israel. Through multi-group structural equation modelling, we explore (a) how perceived social support relates to being emotionally unavailable for learning, (b) how this relationship is partially explained through coping and COVID-19 concerns, and (c) how these relationships can differ across countries. We find that students who perceived higher levels of social support had lower rates of being emotionally unavailable for learning. Part of this relationship occurred through greater rates of coping and, subsequently, fewer concerns about the pandemic. We also noticed significant differences in these relationships between countries. We conclude with a discussion of study implications for higher education policies and practices.

Previous literature has demonstrated that peer support is instrumental for the promotion of adaptive academic and mental health outcomes; however, limited research has examined prospective directional associations between peer support and adjustment within college settings. The purpose of this study was to investigate the longitudinal associations between peer support, academic competence, and anxiety among U.S. college students. U.S. students from a diverse 4-year university ( = 251, 75% women, 24% men, and < 1% a different gender) reported on peer support, academic competence, and anxiety using validated questionnaires at two time points (Fall term of sophomore year and Spring term of senior year). Results showed that peer support was positively associated with academic competence over time but was not significantly related to future anxiety. Academic competence did not significantly predict peer support or anxiety over time, but anxiety was associated with lower future academic competence. These findings offer insight into how types of social relationships link with academic motivation and anxiety over time within educational settings.

The changes that COVID-19 pandemic has brought upon the world are unprecedented. Its impact on students' learning is equally profound, making it critical to heed students' academic achievement effects that may derive from these alterations. Therefore, the present study explored an integrative model of mental health, self-regulated learning and academic achievement among adolescents during the pandemic. Participants were 1001 senior high school students ( = 17.00, = 0.78, 48.7% female) from China. Results showed that the degree to which students were mentally healthy was not significantly related to academic achievement, whereas academic achievement and mental health were positively associated with self-regulated learning. Following structural equation modelling analysis, the effect of mental health on academic achievement was fully mediated by self-regulated learning. Taken together, the findings emphasised the necessity of developing self-regulated learning strategies during public health emergencies and have clinical and educational implications for planning psychological interventions in order to improve mental health and academic performance as well.

Teachers' emotional labor is essential to teachers' instructional quality, psychological health, and students' learning effectiveness in classrooms. To assess how teachers manage their emotions to match the display rules of classrooms, this study developed and validated a self-report scale-the Teachers' Emotional Labor Strategy in Classrooms (TELSC)-through three rounds of investigation with secondary school teachers. First, strategies and item statements were collected through existing scales, an open-ended questionnaire, and interviews. Second, the pilot study was conducted, and the results of content validity and exploratory factor analysis confirmed the 17-item formal scale with four dimensions: surface acting, deep acting, expression of naturally felt emotions, and emotion termination. The third round investigated 491 teachers and validated the scale: confirmatory factor analyses verified the four-factor structure; correlations among the four subscales and average variance extracted indicated good discriminant validity; correlations between subscales and emotional exhaustion, teacher efficacy, and years of teaching showed good criterion validity; and Cronbach's showed good reliability. Overall, the TELSC scale is an efficient instrument to measure the strategies that teachers use to manage their emotions in classrooms, and it can be applied to understand and improve teachers' professional competence in teaching and emotional interaction.

Educational aspirations are an important predictor of academic outcomes. While there has been considerable research on educational aspirations in the West, there has been little research in East Asia, and the investigation of factors influencing adolescent aspirations has been neglected, particularly in rural areas. Drawing on ecological systems theory and social cognitive career theory, this study investigated the associations between educational aspirations and factors at the individual, peer, and family levels among rural Chinese adolescents. A total of 606 students (  = 14.85 years; 50% boys) from a rural town in Central China completed questionnaires assessing their educational aspirations, individual factors (academic performance, academic self-perception, academic self-regulation, attitudes toward teachers, and goal valuation), and contextual factors (family socioeconomic status, parent and peer relationship quality, and parental and close friends' aspirations). Individual factors and aspirations of others had significant direct effects on adolescents' educational aspirations, while parent and peer attachments were significantly related to educational aspirations via individual factors. Family socioeconomic status was not significantly related to adolescents' educational aspirations. The findings highlight the importance of individual factors as mechanisms explaining the link between contextual factors and rural Chinese adolescents' educational aspirations. Our results suggest that interventions can be designed to increase and maintain the aspirations of rural Chinese youth by targeting multiple domains of influence.

Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals (β = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students (β = - 0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color (β =  - 0.58) but decreased mastery-avoidance goals among White students (β = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively.

[This corrects the article DOI: 10.1007/s11218-022-09741-3.].

Despite some progress towards gender equality in Western societies, traditional gender norms still shape career choices, perpetuating a gender gap where girls are more likely to pursue traditionally feminine fields like healthcare, elementary education, and domestic roles (HEED), while boys are drawn to masculine domains such as science, technology, engineering, and mathematics (STEM). This research investigates whether, and under which conditions, the perception that gender norms are progressively changing towards less gender dichotomy can reduce this gender gap in academic fields. We recruited a sample of 642 high-school students (394 women and 248 men), and experimentally manipulated both the salience of changes in gender norm (stability vs change) and participants' gender prototypicality. The main dependent variable was participants' interest in stereotypically feminine (HEED) and masculine (STEM) academic fields. The results indicated a slight decrease in the gender gap for stereotypically feminine fields (HEED) among participants who saw themselves as typical members of their gender group, but no significant change was observed for stereotypically masculine fields (STEM). These findings suggest that shifting perceptions of gender norms may have a limited effect on modifying traditional educational and career choices, underscoring the resilience of entrenched gender stereotypes.

Student-teacher gender congruence is suggested to be related to increased student performance, but little is known about the contexts in which these effects occur. Based on literature on gender stereotypes this study hypothesizes different effects of student-teacher gender congruence for male and female students across school subjects and in different educational contexts. Using administrative data of secondary schools in The Netherlands ( > 50,000), this study examined to what extent student-teacher gender congruence is associated with male and female students' performance in the subjects math, physics, Dutch language, and French language. Further this study explored the role of students' educational level, schools' religiousness, and schools' location in these relations. As expected, we found that gender congruence was positively related to female students' performance in math and physics and to male students' performance in Dutch language and French language. However, the role of educational context differed for male and female students across subjects and lacked a clear pattern that corresponded to the gender stereotypes hypotheses. This study emphasizes that effects of student-teacher gender congruence can differ in magnitude and direction in different contexts, encouraging future research to use qualitative methods to examine how context influences the role of gender in education.

The current research investigated the influence of the (FoLO) mindset on learning strategy via performance goal orientation and its interaction with social comparison amongst Singaporean college students. In Study 1, a positive relationship between FoLO and performance goal orientations (i.e., avoidance and approach) was found. Study 2 replicated this finding and further revealed a downstream effect of FoLO on surface learning via performance goal orientations. In addition, social comparison moderated the link between performance goal orientation and surface learning in the mediation model. Specifically, in downward social comparison conditions, FoLO facilitated high performance-avoidance goal orientation, which in turn led to higher surface learning. Comparatively, in upward social comparison conditions, FoLO incited high performance-approach goal orientation, which in turn led to lower surface learning. Taken together, the findings yield significant theoretical and practical implications of FoLO on college students' goal orientations and learning outcomes.

Academic cheating is a problem that affects many educational institutions and has become increasingly significant with the new challenges of online education. Recent studies have found that learning goals are correlated with cheating behavior among students. In this study, we investigated whether learning goals are still a predictor of cheating behavior when controlling for students' Honesty-Humility (emanated from the HEXACO model of personality) within a sample of 311 German university students. Regrading students' learning goals, we assessed their learning approach, performance approach, performance avoidance, and work avoidance. The result shows an intermediate negative and highly significant association between Honesty-Humility and academic cheating. Learning goals did not explain any incremental variance in academic cheating that goes beyond the Honesty-Humility factor. As the only exception, the work avoidance goal was found to also predict cheating behavior, but this positive association seems to be not as strong as the negative correlation between Honesty-Humility and academic cheating. We discuss the theoretical and practical implications of these results and make recommendations for future research.

Many teachers report high levels of occupational stress. Teachers' basic need satisfaction is essential for teachers' well-being at work. Social support from school principals is assumed to play an important role for teachers' basic need satisfaction. However, the underlying mechanisms of the relationship between social support from school principals and teachers' basic need satisfaction are mostly unknown. Previous research suggests that job demands and job resources may play an important mediating role. Therefore, we examine whether teachers' perceived job demands and job resources serve as mediators between social support from the school principal and teachers' basic need satisfaction. Using longitudinal data of  = 1071 teachers over the course of one school year, we applied structural equation modelling to test the hypothesised mediation model. Results showed that the relationship between social support from the school principal and teachers' basic need satisfaction was mediated by teachers' perceived job demands and job resources. Particularly, the job demand 'unclear organisational conditions' and job resource 'social support from colleagues' indicated the strongest effects on teachers' basic need satisfaction. These findings emphasise the responsibility of school principals to provide social support to their teachers and create a well-structured and supportive workplace. In doing so, school principals contribute to a work environment in which teachers can thrive.

Although lessons about sexism can increase gender egalitarianism in children, teachers often shy away from discussing sensitive topics, such as sexism, in classrooms. We conducted two studies to examine why teachers may not discuss sexism. In a qualitative study with 20 primary school teachers, teachers reported not discussing sexism because of the belief that sexism was not an issue, low comfort, and low knowledge levels in teaching sexism, that sexism was less important than other topics, and not enough support from parents and schools. Teachers taught about sexism to balance out other perspectives, when they had support from authorities, and when sexism was related to a lesson. Using the themes found in Study 1, Study 2 developed quantitative measures to examine the predictors of intentions to teach about sexism among 233 primary and secondary school teachers. The full model found that teachers had higher intentions to teach about sexism when they felt more comfortable and knowledgeable about teaching sexism and when teachers were younger. We discuss findings from both studies in terms of theoretical and practical implications.

Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily reflects teachers' avoidant coping styles, such as chronic worry and resignation. Finally, we examine whether observed and teacher-perceived aggression relates to increased vital exhaustion and psychophysiological stress among teachers (i.e., higher hair cortisol concentration). In an ambulatory assessment study, we administered self-reports to 42 Swiss teachers to assess perceived student aggression, chronic worry, resignation, and vital exhaustion. Additionally, four consecutive lessons per teacher were filmed, and aggressive student behavior in presence of the teacher was coded by four trained external observers. The concentration of cortisol was assessed in hair samples. Results showed that teacher-perceived and observed aggression were moderately associated. Observed aggression was related to teacher perceptions to a much lesser extent than teachers' avoidant coping styles, that is, chronic worry and resignation. While teacher-perceived student aggression was associated with teachers' self-reported vital exhaustion, we did not find any significant association with hair-cortisol concentration. Our findings suggest that teachers perceive student aggression through the lens of their coping styles. Teachers' dysfunctional coping styles are associated with an overestimation of student aggression. Teachers' overestimation of student aggression relates to higher levels of vital exhaustion. Therefore, it is crucial to identify and change teachers' dysfunctional coping styles to prevent a vicious cycle of dysfunctional teacher-student interactions.

Peers, in terms of both friends and cooperation partners, are a very important aspect of the social context of adolescents. They may affect adolescents' intelligence mindsets and therefore their school motivation and success. Being friends or cooperating with a peer with a similar mindset might either enhance (in case of a growth mindset) or hinder (in case of a fixed mindset) adolescents' motivation to learn. In this cross-sectional social network study, we first examined whether friendship networks and cooperation partners networks within school classes differ from each other. Second, we investigated whether adolescents' friends and cooperation partners have similarities in mindsets. We analysed peer nominations and intelligence mindsets within 26 Dutch classes of early and mid-adolescents (N = 558) using the quadratic assignment procedure (QAP). Our data showed that three unique networks could be distinguished: a friendship only network, a combined friends and cooperation partners network and a cooperation only network. Multiple regression quadratic assignment procedures (MRQAP) indicated no evidence for similarity in mindset in all the three networks. However, we did find that adolescents with a growth mindset select more peers to cooperate with than adolescents with a fixed mindset. This latter finding shows that mindset influences social interactions in the context of cooperation between adolescents. It might be valuable to take the social context into consideration in the development of new mindset interventions.

Since March 2020, the COVID-19 pandemic has profoundly disrupted higher education in the United States (U.S.). During the first wave of infection and hospitalization, many universities and colleges transitioned classroom instruction to online or a hybrid format. In September 2021, classes largely returned to in-person after the COVID-19 vaccine was widely available and, in some cases, mandated on university and college campuses across the U.S. In the current research, first-year undergraduate students answered a series of questions about their resilience, grit, and perceived academic and career impacts from the ongoing COVID-19 pandemic in Spring (February/March - May) 2021 and 2022. Findings from a series of regression analyses showed that grit and resilience seemed to protect students and help them stay on track, even in the face of the global pandemic. Undergraduate students who reported higher levels of grit and resilience were less likely to worry about job opportunities shrinking as well as less likely to report changing their academic goals, career goals, and proposed major. Future directions and implications are discussed.

Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality-although these predictors offer good approaches for intervention. A sample of  = 667 (age:  = 10.16;  = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.

The novel coronavirus SARS-CoV-2 (COVID-19) has accentuated the role and interplay of numerous educational factors, inviting pedagogical research concerning online education. Using self-determination theory's basic psychological needs and fundamental learning theories, identified educational factors were integrated into three pathways: (1) autonomy, technology acceptance, and self-regulation of learning; (2) relatedness, authentic happiness, and a classroom community; and (3) competency, harmonious passion, and trait conscientiousness. This study extends educational research by elucidating the relationships between psychological need fulfilment, educational factors, and students' expectations of their future grades during the impact of COVID-19. Australian university students ( = 226, 77% female) completed questionnaires assessing their experience of home isolation, factors of each hypothesised pathway, and their expected grades. Structural equation modelling revealed that higher need fulfilment significantly predicted engagement in educational factors and that educational factors are complexly interrelated, providing resilience, motivation, and the mechanisms that facilitate learning. Most importantly, relatedness between academics and students positively influenced all learning pathways. Reciprocal determinism demonstrated the most substantial association with expected grades, and new insight was gained into the interrelationships of passion, trait conscientiousness, and self-regulation of learning.

This study examined how children's moral reasoning in response to intergroup exclusion scenarios relates to inclusive attitudes and behaviors. A sample of 528 students ( = 9.19,  = 0.90; 264 girls) in third through fifth grade participated in the (DIY) program, which provided structured opportunities for moral reasoning through varied intergroup scenarios and peer discussions. Results showed that more frequent use of moral reasoning predicted greater inclusivity across multiple measures. Children who engaged in higher levels of moral reasoning demonstrated more negative evaluations of exclusion, greater empathy toward peers from multiple racial groups, and a stronger desire to play with those peers. However, moral reasoning was not significantly associated with expectations for inclusion or with attitudes toward boys or girls. No significant interactions emerged between moral reasoning and participant demographics (race, gender, grade), suggesting broadly applicable effects. These findings highlight moral reasoning as a key mechanism for promoting inclusive orientations in childhood, particularly in contexts involving racial diversity. Future research should explore how moral reasoning interacts with other factors, such as empathy, perspective-taking, and group norms, to support inclusivity across social contexts.

Contextualized in the debate on the (mis)use of habitus in educational research, the present study addresses two research questions: (a) What are the different functions that habitus (i.e., the dispositions underpinning cultural capital that are accumulated through socialization and that guide individuals' daily practices) serves in students' educational experiences? and (b) What characterizes the pattern of continuity or discontinuity for habitus across different contexts? Results of the meta-ethnographic review synthesizing findings from 37 qualitative studies show that there was a typology of different functions associated with habitus (academic socialization, motivating learning, facilitating content learning, developing learners' self-identity and aspirations). These functions transcended cognitive, affective, and social dimensions in students' present and future learning. However, habitus could also serve as a coping or risk-mitigation mechanism. Furthermore, results show that habitus could be continuous or discontinuous across fields (student, familial, institutional) and sub-fields (educational levels, types of learning, subjects, programs, learners). These results suggest that the prolific use of habitus in research should not be simply dismissed as conceptual infidelity; rather, it enables researchers to clarify how habitus serves different functions in educational experiences of students varying in their learning needs at different stages of their learning and in different contexts. The study contributes to the development of a conceptual framework for habitus that can inform future research. Practical implications for improving disadvantaged students' learning are discussed.

Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions "through the lens" of their own personalities. This observational study involving 42 teachers (28 female, age = 39.66,  = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers' perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years. Examining self-reports in combination with behavioral observation is crucial for better understanding teachers' perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers' health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low.

Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal study design over a two-semester introductory course on a sample of university students ( = 237; 64% female; = 19 years old). Multiple regression analyses assessed whether the students' Semester 1 adjustment and acceptance SC beliefs influenced Semester 2 learning-related emotions, perceived stress, and perceived course success, and whether Adjustment x Acceptance interactions emerged involving these outcomes. Adjustment beliefs promoted learning-related positive emotions (hope, pride), perceived course success, and reduced perceived stress; acceptance predicted higher shame and perceived stress. Students' adjustment predicted lower helplessness for students with high acceptance beliefs. These findings are discussed in light of the role that SC beliefs might play in curbing psychological distress reported by students on postsecondary campuses.

This study utilized a retrospective, population-based cohort of administrative records of 167,319 children who attended school in British Columbia, Canada. The outcomes of standardized English, math, and science exam scores, as well as high school graduation were examined. The associations between poverty and educational outcomes at high school were found to be complex. Children experiencing both household and neighbourhood poverty (i.e., "combined" poverty) at age 13 had significantly lower English, math, and science exam scores at grade 10, as well as having higher odds to not graduate before age 20. The effect of combined poverty was larger than household poverty only or neighbourhood poverty only for English exam scores and for graduating. However, the association between poverty with math or science outcome scores was mixed. Experiencing neighbourhood poverty only was generally associated with lower performance in educational outcomes across children of different immigrant generation status (non-immigrant, first-generation, second-generation), immigration admission category (economic, family, refugee), or region of origin (East Asia and Pacific, Europe and Central Asia, South Asia). However, children of specific immigration backgrounds who experienced household-only poverty appeared to score better on math exams in comparison to children who did not experience poverty from those same groups. Intervention and prevention efforts to reduce childhood poverty that also include immigrant-specific considerations could potentially improve children's educational outcomes.