Motivatsioon on vajalik õppimiseks, eriti ainetes ja tegevustes, mis nõuavad suuremat pingutust. Selle artikli eesmärk on anda ülevaade, milliseid motivatsiooniteooriaid on sagedamini kasutatud ja milliseid hindamisvahendeid rakendatakse 6–13-aastaste õpilaste õpimotivatsiooni uurimisel matemaatika õppimise kontekstis. Süstemaatiliseks kirjanduse analüüsiks viidi läbi otsing EBSCOs, mille tulemusena valiti analüüsi 56 artiklit. Tulemused näitavad, et enim on tuginetud ootuste-väärtuste teooriale, samas baseerub enim kasutatud hindamisvahend saavutuseesmärkide teoorial. Nähtub, et valdavalt hinnatakse motivatsiooni üksikuid aladimensioone (nt huvi) ning õpimotivatsiooni tervikuna on käsitletud vähe. 6–13-aastaste õpilaste uurimisel tuleb hindamisvahendi loomisel ja valikul arvestada eakohast sõnavara ning täitmise jõukohasust. Õpetajad vajavad teadmisi tajumaks motivatsiooni kui kompleksset nähtust, teadvustamaks koolikeskkonnas enam motivatsiooni erinevaid tahke ning mõjuaspekte. Summary

Rahvusvaheline õppimise ja õpetamise uuring (TALIS) on OECD eestvedamisel läbiviidav rahvusvaheline küsitlus, mille fookuses on õpetamine ja õppimine ning tegurid, mis neid protsesse mõjutavad. Uuringu käigus kogutakse 7.–9. klasside õpetajate ja koolijuhtide hinnanguid oma töö erinevate aspektide kohta. 2024. aastal toimus TALISe uuring neljandat korda. Eestist osales 2024. aastal uuringus 3339 7.–9. klasside õpetajat ja 192 koolijuhti. Tutvustuses esitatakse raporti kokkuvõtte põhjal olulisemad Eesti tulemused ja soovitused. TALISe 2024 Eesti tulemusi käsitleva raporti koostasid Tartu Ülikooli ja Tallinna Ülikooli haridusteadlased.

Building on previous research into teachers’ beliefs and practices in mathematics and their effects on students’ motivation, grounded in the situated-expectancy value framework, we combine person- and variable-centred approaches to examine changes in students’ motivation for mathematics as they transition to middle school. Using longitudinal data from 6656 students across six countries, we examined the slope of change in students’ motivation for mathematics and whether this trajectory is associated with specific constellations of mathematics teachers’ beliefs and practices. Four distinct teacher profiles emerged, with teachers belonging to all profiles in five out of six examined countries. Our findings indicate that each profile is uniquely associated with patterns that support or undermine different facets of students’ motivation for mathematics, suggesting a more complex relationship between teachers’ beliefs and practices and students’ motivation for mathematics. Moreover, this relationship varied across the education systems studied, highlighting the importance of considering cultural patterns when discussing teachers’ roles in fostering students’ motivation for mathematics.

Given the necessity of existence of comprehensive and psychometrically sound instruments that measure students' social-emotional skills (SE skills) in the school context and on a facet level, this study aims to develop and evaluate an SE skills assessment instrument for lower secondary school students. The initial version of the instrument was developed based on the descriptions of the SE skills from the frameworks by Primi et al. (2017) and the Organisation for Economic Co-operation and Development (OECD; Chernyshenko et al., 2018) and it consisted of 48 items. A confirmatory factor analysis (CFA) was conducted with a sample of 204 students from Estonia, and a nine-factor instrument with 34 items was refined. This model was confirmed with acceptable fitness by CFA with another sample of 521 students. Scalar measurement invariance was established between grade groups (grades 6 and 9). In conclusion, while the instrument enables assessing students' SE skills in lower-secondary schools, further research is required.

Online learning, despite its growing popularity for its comparatively effortless access and convenience, has its respective sets of challenges. High rates of dropout, often linked to the solitary nature of online learning and difficulties with self‐regulated learning, underscore the need for well‐planned emotional support measures. This systematic literature review highlights some factors and interventions that influence achievement emotions in online adult learning, either stimulating positive or inhibiting negative emotions. It also examines what triggers negative emotions or switches off positive ones, both of which are crucial in establishing emotionally supportive online communities. According to Control‐Value Theory, the review synthesises results of 33 peer‐reviewed studies. Some studies in a number of these articles had more than one study or tested more than one intervention within a single study, resulting in a total of 71 distinct emotional support factors or interventions to be analysed. The study finds that cognitive reappraisal, mindfulness, supportive learning environment, and individualised virtual agents can reduce loneliness and evoke positive feelings such as enjoyment and pride while reducing negative ones such as anxiety and frustration. Other conclusions highlight the importance of open communication, feedback at the right time, and substantial interaction. Moderating variables—such as gender, age, and past history of online learning—also play an important role in the effectiveness of these interventions. The study recommends integrating these measures of emotional support into learning design by instructional designers and educators to address better the emotional needs of adult learners and improve academic performance. Rationale for the study: Adult onlinelearning continues to face high dropout rates. Research indicates that achievement emotions such as anxiety, enjoyment and hope are central to determining learners' motivation and persistence in the online learning process. This study investigates the factors that influence achievement emotions and evaluates the effect of targeted support strategies for enriching learners' emotional experiences for improved persistence. Why the new evidence matters: The study outlines effective interventions that strengthen positive emotions and lower negative ones, hence boosting learner engagement. By adopting identified interventions e‐learning environments can become more emotionally supportive. This matters significantly in maintaining learner motivation, reducing isolation, and enhancing general performance and retention in the online learning process. Implications for practitioners, policy‐makers and researchers: Practitioners can integrate emotional support strategies, such as individualised feedback and encouraging virtual assistants, into online learning platforms. Policy‐makers can establish guidelines to guarantee emotional support in online learning. Researchers can explore the interaction between emotions and online learning, proceeding to deeper analysis of specific learner groups and contexts. The present systemic review has the potential to exert positive influence on shaping emotionally‐supportive environments for online adult learners.

Õpetaja-õpilase suhete kvaliteet mõjutab nii õpetajate kui ka õpilaste heaolu koolis. Siiski hindavad Eesti õpetajad ja õpilased nende suhete kvaliteeti halvemaks kui teiste OECD riikide omad. Õpetajakoolitusel on oluline roll õpetajate suhtlemisega seotud teadmiste ja oskuste kujundamisel, kuid seni pole autoritele teadaolevalt uuritud õpetajakoolituses suhtlemisvaldkonna teemasid õpetavate õppejõudude arusaamu positiivsetest õpetaja-õpilase suhetest. Uurimuse eesmärk oli välja selgitada õpetajakoolituse esma- ja/või täiendusõppes suhtlemisvaldkonna teemasid õpetavate õppejõudude arusaamad positiivsete õpetaja-õpilase suhete olulisusest ning teguritest ja tegevustest, mis nende kujunemist toetavad. Andmeid koguti poolstruktureeritud intervjuudega 16 suhtlemisvaldkonna õppejõult, kes õpetajaid ja õpetajakoolituse üliõpilasi õpetavad. Andmete analüüsiks kasutati kvalitatiivset induktiivset sisuanalüüsi. Tulemused näitasid, et õpetaja-õpilase suhete kvaliteet on eri aspekte arvestades õpetajatele ja õpilastele oluline ning sõltub õpetaja hoiakutest, teadmistest ja oskustest positiivset suhet luua. Lisaks kirjeldasid õppejõud mitmeid õpetaja pedagoogilisi tegevusi, mis toetavad positiivseid suhteid. Summary

For more than 30 years, the study of teachers’ beliefs has been crucial to the mathematics education field since teachers’ beliefs may significantly influence students’ learning of mathematics. This study included 127 Estonian in-service primary and secondary school mathematics teachers teaching grades three to five. We examined their beliefs about the nature of mathematics, learning of mathematics, and their confidence in their ability to teach the subject (self-efficacy). Moreover, we aimed to explore the relationships between these beliefs. We also investigated the possible differences between subject teachers and class teachers and possible differences regarding teacher work experience. Teachers’ self-efficacy beliefs about goal setting, motivation, and cognitive activation were positively correlated. Self-efficacy beliefs on goal setting had positive effect on rules and procedures beliefs (nature of mathematics) and teacher-directed beliefs (learning of mathematics). In addition, the results showed a negative relationship between self-efficacy beliefs on cognitive activation and rules and procedures and teacher-directed beliefs. No statistically significant relationship was found between the teachers’ beliefs and their years of experience. Nonetheless, a strong correlation was discovered between the type of teachers (i.e., class teacher or subject teacher) and self-efficacy beliefs related to cognitive activation. These findings draw attention to the intricate links between teachers’ different beliefs and offer recommendations for teacher preparation programs and further study.

This study examines the relationship between Estonian primary school teachers' beliefs about mathematics learning and their instructional practices, with a focus on those that promote student motivation. Data were gathered from 123 teachers during two phases of an international longitudinal study. The teachers shared their beliefs on active learning and teacher-led mathematics instruction, along with how often they used four practice types: teacher-oriented, agency-oriented, competence-supportive, and utility-enhancing. Structural equation modelling indicated that beliefs in active learning were positively linked to agency-oriented practices, competence support and utility. In contrast, teacher-directed beliefs were notably connected to teacher-oriented practices, as well as agency-oriented and utility-oriented practices. Teaching experience was not linked to instructional practices, but the type of teacher (class or subject) was significantly connected to utility-focused practices. Both teacher- and student-oriented approaches can boost motivation for mathematics; nonetheless, instructional choices are shaped by belief systems and contextual roles rather than teaching experience.

In the article entitled "The development and preliminary validation of a social-emotional skills assessment instrument for Estonian lower secondary schools students", published in No. 2, Vol. 27 of Psihološka istraživanja on pp. 297-314 (https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2024/0352-73792402297E.pdf), an earlier version of the text was published due to an administrative error in the editing of the manuscript. The authors and editors of Psihološka istraživanja apologise to the readers for this omission. We are pleased to publish the final version of the text under the same title in this issue of Psihološka istraživanja (No. 1, vol. 28, pp. 109-128). (https://doi.org/10.5937/psistra28-59282).

Kaasav haridus on pidev protsess, mis tõstab haridussüsteemi võimekust ning mille eesmärk on pakkuda kvaliteetset haridust kõikidele õppijatele, kusjuures sihtrühmaks on eeskätt kõik need õppurid, keda muidu ohustaks haridusest ilmajäämine. Tartu Ülikooli ja Tallinna Ülikooli haridusteadlaste koostöös sündinud raamat "Kaasav haridus" on esimene eestikeelne kaasavat haridust põhjalikult käsitlev õpik, mis on mõeldud nii õpetajakoolituse esma- ja täiendusõppijatele kui ka lasteaedade ja koolide meeskondadele laiemalt. Raamatu eesmärk on aidata mõista kaasava hariduse olemust ja olulisust ning toetada selle praktilist rakendamist lasteaedades ja koolides.

Given the necessity of existence of comprehensive and psychometrically sound instruments that measure students' social-emotional skills (SEMS) in school context and facet-level, this study aims to develop and evaluate a SEMS assessment instrument for lower secondary school students. The initial version of the instrument was developed based on the descriptions of skills from the SEMS frameworks by Primi et al. and OECD and consisted of 48 items. After confirmatory factor analysis (CFA) with a sample of 204 students from Estonia, a 9-factor and 34-item instrument has been refined. This model has been confirmed with acceptable fitness by CFA with another sample of 521 students. Strict measurement invariance has been established between grade groups (grades 6 and 9). In conclusion, while analyses show promise and the instrument allows assessing students' SEMS in lower-secondary schools, further research is required.

The article presents findings from a study funded by the Estonian Ministry of Justice titled ‘Extent of Use of Educational Exceptions of Copyright in Cultural Heritage Institutions’. The impetus for this work came from the fact that rights-holders, who are not compensated for the use of copyrighted works and material covered by related rights under the educational exception, desire compensation for such use yet data pertaining to the practices of educators conducting education programmes in cultural heritage institutions are scarce. The study’s results are important for the holders of the rights but also for policymakers and for those providing professional-development courses to the educators such that their practices could be fully aligned with the education exception to copyright. A 105-respondent questionnaire – adapted from an instrument used in a similar study that focused on educators in pre-school education, basic schools, upper secondary schools, vocational-education institutions, institutions for professional higher education, universities, ‘hobby schools’, and continuing-education institutions – among educators who are not copyright experts helped answer the question ‘What is the extent of exercising the education exception to copyright in cultural heritage institutions in Estonia?’. The paper explains the quantitative results further in light of focus-group interviews with seven representatives of cultural heritage institutions, of several types. Also, the results of this study are compared with the findings from the earlier one. The results, which shed light on copyright awareness, the form and extent of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works, indicate that Estonian cultural heritage institutions’ reliance on the education exception is in accordance with copyright law and, therefore, significant changes in related policy are unnecessary. However, responses to the survey and interview questions revealed aspects that could be addressed in designing guidelines and professional-development activities for educators in cultural heritage institutions.

School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders' attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders' practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders' attitudes towards inclusive education practices.

The main aim of our study was to adapt the Questionnaire on Teacher Interaction (QTI) to an Estonian context. The QTI was translated and evaluated by three educational researchers and validated with a sample of 508 students from grades 6 and 9 in 13 middle schools. When statistical analyses were utilized to investigate reliability and validity of the EstQTI, validity was supported to some degree. However, the underlying circumplex model was not fully confirmed and, therefore, further improvement of the instrument is needed. The factors in the study explained a variance of 68

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.

The aim of the paper is to identify different groups of in-service teachers based on their general pedagogical knowledge (GPK) and self-efficacy beliefs and to explore potential differences among these groups regarding their instructional quality and commitments to teaching. A sample of 161 in-service subject teachers (science, mathematics, or Estonian language) who taught in lower secondary schools in Estonia were included in the study. Data was collected with a GPK test and self-reported questionnaires on instructional quality and commitments to teaching in the context of an OECD Teacher Knowledge Survey. Based on the cluster analysis, three groups of in-service teachers were identified: “the over-confident” teachers with average self-efficacy and very low GPK, “the competent” teachers with high self-efficacy and GPK, and “the insecure” teachers with low self-efficacy and average GPK. These three types of teachers were different in terms of instructional quality and commitments to teaching. It seemed that teachers’ self-efficacy beliefs are more important than GPK for instructional quality; however, GPK is more important for teachers’ professional persistence illuminating their general sense of professional identity. Implications of these findings for teacher education and teacher retention will be discussed.

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among 57 course participants to explore the potential impact of the course on participants' agency and investigated which role the motives to join the course had on participants' agency dynamics. Data were collected with questionnaires. The results showed that participants' agency was supported to some degree during the collaborative inquiry-based in-service training course, teachers' motives to join the course were somewhat related to professional agency dynamics.

Teachers' general pedagogical knowledge (GPK) has been emphasized as an important factor in pupils' learning, although a gap appears when describing this concept in the context of school practices. The aim of this study is to identify how teachers define and use GPK in their everyday teaching. Data were collected using video stimulated recall interviews with seven experienced teachers of science, mother tongue, and mathematics. The results show that teachers define GPK as knowledge of teaching, classroom management, and child development despite the subject. The findings reveal a variety of dimensions that are used in practice. Also, we identified areas of overlapping between the dimensions which concern teachers' intention and activity. These findings are relevant for further research on GPK as well as for teacher education.

The article is based on a study commissioned by the Ministry of Justice entitled ‘Extent of Use of Educational Exceptions of Copyright’. The presumed rationale for this is that holders of rights are not compensated for the use of copyright works and subject matter of related rights under the educational exception. In turn, holders of rights would like to be compensated for such use. Therefore, the results of this study, which reveal what is being used and to what extent, can serve as one of the legal policy inputs for addressing the issue. The study was based on a survey. When drafting the questionnaire, it had to be taken into account that it was not answered by copyright experts, but by the staff of the educational institution. For this reason, a specific use was asked. The definition of an educational institution was based on subsection 3 (2) of the Republic of Estonia Education Act, according to which educational institutions are above all preschool education institutions, basic schools, upper secondary schools, vocational educational institutions, institutions of professional higher education, universities, hobby schools and continuing education institutions, including the research and methodology institutions which provide services to them. Depending on the specialty, very old works whose copyright has expired (more than 70 years after the death of the author) may also be used. Mapping the use of such works was not the aim of this study, which was also emphasised in the questionnaire. This study looked at copyright awareness, form and volume of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works. The authors of the study found that the surveyed works are the most widely used in educational institutions. The results of the study were further verified through focus group interviews. Further input for the interpretation of the results was also obtained from the copyright training provided to the questionnaire respondents.