本期【刊•見】為諸位介紹一本教育研究領域的SSCI期刊—Educational Studies教育。除了對關鍵指標進行詳盡解讀外，還向您推薦刊內近三年高被引文章，以及近一年高閱讀量文章：
・基於 GPT-4 與人工評閱對比的中學生寫作智慧測評研究
・專案式學習提升學生數學問題解決能力與 21 世紀核心素養教育：基於結構方程模型的實證研究
・學生課堂失範行為成因探析教育：印度情境下教師人口特徵與挑戰性行為歸因的量化研究
・反饋與教學反思教育：一項針對職前教師的實證研究
Online ISSN: 1465-3400 Print ISSN: 0305-5698
Educational Studies致力於為教育學原創實證調研與理論研究搭建學術交流平臺教育。本刊刊發經完整同行評審的論文，涵蓋教育學應用研究與理論研究兩類成果。稿件須具備原創性，研究方法規範、理論支撐紮實，且研究結論具備國際參考價值。
該期刊已被SSCI、 PsycINFO、EBSCO、SCOPUS等核心資料庫收錄教育。
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【期刊首頁】👉
影響因子
根據JCR顯示教育，Educational Studies
在教育與教育研究排名 310/760
Scopus
根據Scopus顯示教育，Educational Studies
2025年CiteScore為 8.7
2026年CiteScore Tracker為 8.7
在社會科學教育：教育學排名 110/1698
作者須知
接受文章型別
Educational Studies 尤其關注旨在為同一領域和/或跨領域教育實踐提供啟示的研究教育。期刊主要關注社會科學領域，同時也鼓勵更廣泛學科領域的學者投稿，尤其歡迎以實證研究為基礎的論文。
審稿週期
從提交稿件到獲取初審意見教育，平均需要7天
稿件一旦接受後教育，線上出版平均需要9天
編輯團隊
Educational Studies 由瑞典斯德哥爾摩大學 Kingsley Bolton 教授擔任主編教育。編輯團隊匯聚了來自中國、英國、澳大利亞等國家和地區的知名學者，研究領域涵蓋教育學、語言學、教育心理學及相關交叉學科。
主編
Professor Kingsley Bolton
瑞典斯德哥爾摩大學英語語言學榮休教授教育。
長期活躍於學術研究領域，研究重點主要包括亞洲地區的英語、英語媒介教育以及世界英語教育。其出版成果包括多部關於世界英語和亞洲英語的著作，以及多篇探討英語媒介教學（English-Medium Instruction，EMI）相關問題的研究論文。
編輯委員會中國成員教育：
蔡雨陽
上海對外經貿大學國際商務外語學院教授教育。
主要研究方向為語言測評、教育心理學和研究方法論教育。
作者分佈
根據JCR顯示教育，近三年在Educational Studies 發文的國家/地區中，發文數量排名前三的有：
中國
美國
英國
近三年教育，在Educational Studies 發文的全球高校和科研機構中，發文數量排名前三的是：
香港教育大學
北京師範大學
香港大學
近三年內高被引文章
A study of artificial intelligence in writing assessment for secondary school students: a comparative analysis based on the GPT-4 and human raters
基於 GPT-4 與人工評閱對比的中學生寫作智慧測評研究
作者教育：Nan Xiao, ChunHong Yuan, YuTing Pei, Wang Xue & YuLe Cai
文章摘要教育：
This study examines the feasibility of AI in secondary school writing assessment by comparing GPT-4’s scoring performance with human raters. Using a randomized block design, 60 middle school students’ essays were evaluated by three experienced teachers and GPT-4. Results showed: (1) high overall agreement between AI and human raters (ICC = 0.84, 95% CI [0.79, 0.89]), with strongest correlation in high-level essays (r = 0.92, p < 0.001); (2) AI demonstrated superior efficiency, averaging 0.8 seconds per essay with stable performance (CV = 1.2%); (3) AI scored lower than humans in assessing creativity (M = 76.5 vs. 82.3, p < 0.05), revealing limitations in evaluating unconventional expressions. The study proposes a tiered system: AI for standardized scoring and humans for creative judgment. These findings support the cautious integration of AI in educational assessment..
Enhancing mathematical problem-solving and 21st-Century skills through PjBL: a structural Equation Modelling approach
專案式學習提升學生數學問題解決能力與 21 世紀核心素養教育：基於結構方程模型的實證研究
作者教育：Nadia Rehman, Xiao Huang & Amir Mahmood
文章摘要教育：
The increasing adoption of project-based learning (PjBL) in education has raised discussions on its effectiveness in enhancing mathematical problem-solving and 21st-century skills. This study examines the impact of PjBL on student engagement through a structural equation modelling (SEM) approach. A purposive sample of 600 students received Mathematics instruction using PjBL, and SmartPLS-SEM was used to analyse key learning variables. Findings revealed strong positive correlations between PjBL and critical skills, including collaboration (β = 0.523, t = 17.821, p < 0.001), critical thinking (β = 0.603, t = 21.853, p < 0.001), and problem-solving (β = 0.561, t = 18.540, p < 0.001). PjBL also exhibited a direct positive effect on student engagement (β = 0.291, t = 6.302, p < 0.001). Mediation analysis showed that collaborative learning (0.081, p = 0.000), problem-solving (0.129, p = 0.000), and critical thinking (0.087, p = 0.000) significantly mediated PjBL’s impact on engagement. These results highlight PjBL as an effective instructional method, fostering active learning and knowledge exchange. Future research should explore longitudinal effects and incorporate teachers’ perspectives to refine PjBL’s role in educational settings.
近一年內高閱讀量文章
Why do students misbehave? A quantitative study on the exploration of teachers’ demographics and their causal attributions of students’ challenging behaviour in an Indian context
學生課堂失範行為成因探析教育：印度情境下教師人口特徵與挑戰性行為歸因的量化研究
作者教育：Susmita Patnaik, Umesh Sharma & Pearl Subban
文章摘要教育：
This study examined the relationship between teachers’ demographic variables, their causal attributions of challenging behaviours and suggested strategies. Contextualised within the State of West Bengal, the study utilised a sample of 540 teachers from government and private schools, as its investigative population. Participants’ knowledge in behaviour management, experience, age, type of school they taught at and gender were found to be significant predictors of their causal attributions. It was also found that participants’ length of experience, qualification and age were significant predictors of the suggested strategies to address challenging behaviour. The study has implications for educational practitioners, researchers and policymakers, and presents recommendations for teacher educators about how best to prepare the teaching workforce to teach students with challenging behaviour effectively.
Feedback and teaching reflection: study with participants in initial teacher training
反饋與教學反思教育：一項針對職前教師的實證研究
作者教育：Aurora Badillo-Tello & Elena Cano-García
文章摘要教育：
Developing reflective practice is essential in Initial Teacher Education, as it directly impacts professional growth. This qualitative, interpretative study explores how feedback relates to teacher reflection within Chile’s secondary teacher education programme. Data was collected from interviews with 22 trainers and 6 students, and open-ended questionnaires were completed by 88 students. Findings reveal challenges in linking feedback with reflection, largely due to an unclear conceptualisation of reflection. While feedback is seen as a tool for modelling reflection, students report needing to infer reflective processes due to a lack of explicit instruction. Dialogic interactions are highly valued, yet participants distinguish between general conversation and purposeful feedback. Despite this, many believe teacher-provided feedback is more effective, considering it a model for reflective practice. Finally, discrepancies exist about what reflection improves, suggesting that feedback focused only on the current task may limit its contribution to long-term professional development.
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