Künstliche Intelligenz (KI) verspricht Entlastung und berührt zugleich den Kern professionellen Lehrkräftehandelns. Gerade in der Grundschule wird KI damit weniger zur reinen Technikfrage als zu einer Frage des Professionsverständnisses. Was kann sinnvoll an KI delegiert werden? Welche Aufgaben bleiben unverzichtbar „menschlich“? Und wie lässt sich KI so nutzen, dass Unterricht unterstützt wird, ohne pädagogische Standards zu verwässern?
Mathematics plays a central role in education, the workforce, and modern economies, yet many individuals experience anxiety when engaging with it. Drawing on representative data, this meta-analysis shows that high math anxiety is consistently associated with lower math achievement across countries, age groups, and education systems worldwide. Targeted interventions to reduce math anxiety may help to improve math-related learning outcomes; broaden participation in science, technology, engineering, and mathematics fields; and promote more inclusive access to math skills that are essential in everyday life and many professions, such as understanding loans, income, or statistics.
This study identified the most productive researchers in educational psychology based on publications in leading journals between 2017 and 2022. Extending prior work, we analyzed the 50 most productive researchers using three productivity metrics and a broad journal set from the Web of Science “Psychology, Educational” category. Results showed that Richard E. Mayer, Reinhard Pekrun, and Herbert W. Marsh consistently ranked among the top researchers, while early-career scholars represented up to 40% of the top 50. Diversity among highly productive researchers was limited, and publications were predominantly quantitative and collaborative. Motivation, quantitative methods, and multimedia learning emerged as the most common research topics.
This study examined whether self-determination theory (SDT)-based motivational messages in pre-service teachers’ classroom speech can be reliably assessed using a large language model (LLM) and how teacher self-efficacy (TSE) relates to motivational message use. Using classroom recordings from 119 pre-service teachers, we fine-tuned an LLM on human-coded transcripts. Results showed promising performance for identifying supportive motivational messages, although thwarting messages remained more difficult to assess. Higher TSE for classroom management and student engagement was associated with more adaptive motivational messaging, whereas TSE for instructional strategies was negatively related to autonomy-supportive messages. LLM-based findings largely aligned with human annotations.
The MAIHDA approach is introduced to study educational inequalities by defining intersectional strata that represent individuals' membership in multiple social categories. The approach allows identifying intersectional effects at the strata level and obtaining information on discriminatory accuracy. The paper reviews past applications and analyzes inequalities in reading achievement across 40 unique intersectional strata using data from 15-year-old students in Germany.
Watching their own teaching videos recorded with mobile eye-tracking devices, expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies.
In the group of top-performing math students, we found (a) that male students were overrepresented, (b) gender differences in students' reading achievement and motivation, mathematics and science motivation, and achievement profiles, and (c) that gender equality indicators moderated some of these differences.
Using polynomial and interrupted regression analyses, we found that the relations between students' achievement and corresponding self-concepts in mathematics and the verbal domain were nonlinear.
Using an experimental vignette approach, this paper investigated how pre-service teachers’ stereotypes about giftedness and gender are related to their perception of students’ intellectual ability, adjustment, and social-emotional ability.
This paper gives an overview of the current state of research on the emergence of gender differences in early STEM motivation (Science, Technology, Engineering, and Mathematics).