Journal of Research in Social Sciences and Language

The Relationship between Learning Motivation and Achievement among Rural Senior High School Graduates

Xuan Zhou, Yufei Zhong, Haitao Jiang — Fri, 01 Aug 2025 00:00:00 +0100

Although volume of previous empirical studies has explored motivation and performance related topics, few really examined samples in remote hinterland rural regions. Adopted a multi-theoretical model, the current study aims to explore rural senior high school graduates’ foreign language (FL) motivation and its relationship with their FL achievement. Based on the convenient sampling methods, a total of 133 high school graduates from a very remote rural area in Zigui County, Yichang City, Hubei Province completed a questionnaire to report their FL motivation, and their English achievement was assessed through the grade of College Entrance Exam (Gaokao) obtained at the end of the questionnaire. The questionnaire results showed that students were motivated by instrumental and integrative reasons, and they also experienced significant external social pressure. The multiple linear regression analysis and correlation coefficients revealed that the variables were strongly related to FL achievement. Specifically, instrumental, and integrative motivation together accounted for 13.1% of the total variance in their FL achievement. Surprisingly, FL learning experience and social influences, such as teachers and parents, did not directly predict their FL achievement. This cross-sectional study was uniquely tailored to a rural context and offers practical and pedagogical insights for rural education in China as well as other countries with similar situations; however, more diverse samples and longitudinal studies are recommended for future research.

Receptive passive competence of secondary students in Germany

Lena Heine — Thu, 01 Jan 2026 00:00:00 +0000

Passives are a grammatical feature associated with academic language and frequently assumed to cause comprehension difficulties. The empirical results, however, especially with regard to secondary school students and the target language German, are inconclusive. This study therefore investigated secondary school students’ ability to comprehend German passive structures in a picture selection listening task. The task consisted of 30 items which comprised transitive, progressive and resultative passive sentences as well as active sentences and was issued to 143 German secondary school students (Grade 6 and Grade 9). Background variables were obtained through a questionnaire. The results showed that while the large majority of students performed at ceiling, there is some variation in the performance, in particular in transitive passives. Grade 6 students perform somewhat weaker than Grade 9 students, and students who had had more opportunities to encounter academic language use in their homes performed slightly better than the ones who did not. This strengthens the insight that regular secondary school students overall can be assumed to comprehend passives; however, it is to be expected as part of the normal range in regular school classes that some students do not, especially from less advantaged academic backgrounds and in lower grades. Therefore, clarification and learning opportunities need to be given in order to provide good learning opportunities for all students.

Transactional Leadership and Its Impact on Instructors’ Job Satisfaction

Sopheng Tep, Rozaini Rosli — Fri, 09 Jan 2026 00:00:00 +0000

This study focuses on identifying instructors’ perspectives toward their rectors’ transactional leadership and exploring its role in influencing instructors’ job satisfaction in private higher education institutes in Phnom Penh, Cambodia. Using descriptive statistics (mean and standard deviation) and multiple linear regressions, the research involved 304 instructors selected through simple random sampling, with careful instructions provided to ensure accurate responses. Findings revealed that instructors hold positive views of their rectors’ transactional leadership and job satisfaction levels, with a moderately high correlation between transactional leadership and job satisfaction (R = 0.67, Adjusted R² = 0.445, p = 0.000). Specifically, rectors’ transactional leadership significantly influences extrinsic job satisfaction but not intrinsic job satisfaction, indicating that while it plays a crucial role, it may not be sufficient on its own. These results align with previous studies and highlight the need to explore additional leadership styles and factors affecting intrinsic job satisfaction. Practically, the study suggests that institutional leaders should ensure fair salaries, conducive working conditions, strong interpersonal relationships, and performance-based rewards to enhance job satisfaction among instructors.

Overcrowded History Classrooms: Effective Coping Strategies for Novice Teachers in South Africa

Patrick Alpheous Nyathi — Fri, 02 Jan 2026 00:00:00 +0000

Overcrowded classrooms pose significant challenges for novice teachers, particularly in History education, where effective engagement and critical discourse are essential. In South Africa, overcrowding is often attributed to inadequate school resources, the perception that History is an "easier" subject compared to science and commerce, and the lingering effects of historical inequalities in resource distribution. These challenges hinder individualised instruction, classroom management, and overall teacher well-being. This conceptual paper critically examines the impact of overcrowded History classrooms on novice teachers, exploring their coping strategies through the lens of Resilience Theory. This framework provides insight into how novice teachers adapt to adversity, develop coping mechanisms, and build the psychological and professional resilience necessary to navigate overcrowded classrooms. Drawing on insights from existing theoretical and policy discourses, this paper argues that fostering resilience through structured classroom management techniques, differentiated instruction, and robust support networks is essential for novice teachers to thrive in overcrowded settings. Furthermore, the study highlights the need for targeted professional development programs and systemic interventions that strengthen teacher resilience. By reconceptualising the discourse on overcrowded classrooms, this paper contributes to a deeper understanding of novice teachers' experiences and offers a theoretical foundation for future research and policy recommendations.

A Mixed-Methods Study of Social Media Addiction in Egyptian Gen Z: Psychological, Educational, and Academic Consequences and Intervention Pathways

Dina El-Shihy — Fri, 02 Jan 2026 00:00:00 +0000

This study investigates the prevalence of social media addiction and its association with psychological dependence and educational outcomes among Gen Z in Egypt. Grounded in Uses and Gratifications Theory, the research employed a mixed-methods design, integrating quantitative data from 450 participants with qualitative insights from 12 in-depth interviews. Findings revealed that approximately 43% of participants scored at addiction-level thresholds, reporting compulsive use, emotional dependence, withdrawal, and academic interference. Early adolescents (ages 11-15) displayed significantly higher compulsive-use and withdrawal scores than older cohorts. Quantitatively, higher addiction scores were correlated with disrupted sleep, diminished classroom attention, in-class phone use, and weaker self-regulated learning. The qualitative data reinforced these results, uncovering themes of emotional reliance, Fear of Missing Out (FOMO), and reduced classroom participation linked to social anxiety and linguistic insecurity. The study concludes that social media addiction in this demographic extends beyond behavioral overuse to encompass significant emotional reliance and educational disruption. The findings underscore the urgency for evidence-based, holistic interventions—such as digital literacy curricula, informed teacher policies, and student support systems—that address not just screen time but the underlying psychological and educational gratifications driving compulsive use.

Navigating the Hurdles: Implementation Challenges of Catch-Up Fridays Through the Lenses of Teachers and Students

Azenith B Padis, Ruth Ortega-Dela Cruz — Fri, 02 Jan 2026 00:00:00 +0000

In response to pandemic-related learning disruptions, the Philippine Department of Education introduced Catch-Up Fridays to address academic gaps and support student development. However, the program’s effectiveness relies heavily on its implementation at the school level. This study investigated the student-, teacher-, and program-related challenges in implementing Catch-Up Fridays at a public senior high school in Los Baños, Laguna, with the aim of identifying key barriers and recommending strategies for improvement. Through a descriptive research design integrating both quantitative and qualitative methods, such as Likert-scale surveys and semi-structured interviews conducted with 121 students and 15 teachers, the study uncovered several notable challenges. Students reported insufficient learning materials, inconsistent scheduling, limited interactive activities, and restricted access to technology. Teachers highlighted issues such as heavy workloads, lack of training, unclear policy directives, and low parental involvement. Despite these challenges, both groups recognized the program’s potential to support academic recovery, as well as foster socio-emotional learning, digital literacy, and student leadership. Based on these findings, the study proposed targeted strategies to enhance engagement, strengthen teacher support, improve resources, integrate technology, involve families, and establish effective monitoring, ultimately aiming to make Catch-Up Fridays more inclusive, effective, and sustainable.

Organizational Citizenship Behaviors and Positive Psychological Capital among Teachers within the eTwinning Professional Ecosystem

Davut Atış, Fatma Avcı — Fri, 08 May 2026 00:00:00 +0100

Drawing on the framework of positive organizational behavior, this study investigates organizational citizenship behaviors and positive psychological capital among teachers within the eTwinning digital professional ecosystem in Türkiye, examining how these constructs vary across demographic and institutional contexts. Specifically, the study explores whether these variables differ according to gender, educational attainment, school level, and institutional recognition through the eTwinning School Label. A quantitative survey design was employed with a sample of 437 public school teachers. Data were collected using standardized measurement instruments and analyzed through independent samples t-tests, analysis of variance (ANOVA), and multivariate analysis procedures. The findings indicate that demographic variables such as gender do not significantly differentiate organizational citizenship behaviors or positive psychological capital. In contrast, institutional positioning emerges as a salient factor. Teachers working in eTwinning School Label institutions demonstrate higher levels of civic virtue and specific psychological resources, particularly hope, resilience, and self-efficacy. While variations in citizenship behaviors are observed across educational levels, overall psychological capital remains relatively stable across educational contexts. Although the effect sizes are small, the results suggest that structured digital collaboration and institutional recognition may function as contextual mechanisms that foster extra-role engagement and resilience. By integrating organizational citizenship behavior and positive psychological capital within a voluntary digital professional ecosystem, this study extends positive organizational behavior research into contemporary educational settings and offers implications for school leadership, institutional recognition strategies, and digital collaboration policies.

Textual Characteristics and Reading Skills Development in Grades 7 and 8 English Textbooks

Minyashal Alemayehu, Alemu Hailu — Thu, 12 Feb 2026 00:00:00 +0000

This study investigates how the textual characteristics of grades 7 and 8 English textbooks contribute to the enhancement of reading skills. It utilizes a descriptive quantitative evaluative content analysis approach. A sample of 20 reading texts, composed of 10 from each grade, was selected through purposive sampling techniques. Content analysis was employed to gather data about text types, sentence types, vocabulary tiers, and contextual clues. The results reveal the grade 7 textbooks employ expository, descriptive, persuasive and conversational texts while the grade 8 textbook uses expository, narrative and poetic texts. The analysis of the results indicates expository texts are prevalent (70%) in grade 7 and 80% in grade 8. The texts feature a higher usage of complex sentences at 48.43% and simple sentences at 54.92% whereas compound (6.17% and, 4.78%) and compound-complex sentences (6.16% and 4.8%) are minimally present in grades 7 and 8, respectively. The textbooks have an average sentence length of 18.38 (grade 7) and 17.01 words (grade 8) for their reading texts. Additionally, the textbooks demonstrate a broader vocabulary with Tier1showing 42.55 and 56.75, while Tier 2 had 31.91 and 27.02, and Tier 3 recorded 25.53 and 16.21. Furthermore, contextual clues such as definitions are prevalent at 36.36% and 30.5%, with examples contributing 27.27% and 20% in grades 7 and 8, respectively. The study concludes that the textbooks use of diverse text types, sentence structures, vocabulary tiers and contextual clues that support reading skills development among students. Finally, recommendations are provided for designing a more comprehensive and engaging literacy curriculum.