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Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-11 Fabian Wolff, Oliver Lüdtke, Friederike Helm, Jens Möller
The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific
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Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-14 John Ranellucci, Kristy A. Robinson, Joshua M. Rosenberg, You-kyung Lee, Cary J. Roseth, Lisa Linnenbrink-Garcia
The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large “flipped” undergraduate anatomy
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Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-29 Maja K. Schachner, Miriam Schwarzenthal, Ursula Moffitt, Sauro Civitillo, Linda Juang
As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism
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Achievement goals affect memory encoding Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-06 Kenji Ikeda, Kyosuke Kakinuma, Juming Jiang, Ayumi Tanaka
The present study examined how achievement goals affect memory encoding (i.e., relational and item-specific processes). To achieve this, we conducted five experiments using valid behavioral measures including adjusted ratio of clustering (ARC) scores and recognition performance and manipulating the instructions for achievement goals. In each experiment, participants were provided with mastery-approach
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Serious game-based word-to-text integration intervention effects in English as a second language Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-28 Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Han van der Maas, Peter F. de Jong, Ludo Verhoeven
Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual
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Socioemotional regulation strategies in a project-based learning environment Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-14 Nikki G. Lobczowski, Kayley Lyons, Jeffrey A. Greene, Jacqueline E. McLaughlin
Students working in small collaborative groups may experience conflicts due to emotional issues at the individual or group level. Students need to regulate these emotions to avoid or reduce negative socioemotional interactions that can interfere with group performance. In this article, we studied the socioemotional regulation strategies used by graduate pharmacy students as they worked together in
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The Longitudinal Effect of Morphological Awareness on Higher-order Literacy Skills Among College L2 Learners Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-19 Haomin Zhang
The utilities of morphological awareness in first language (L1) literacy acquisition have been well documented. College second language (L2) learners with the need to enhance higher-level language and literacy competencies are of particular interest to literacy research. Therefore, this study reports on a longitudinal study that examines the multilayered relationship between morphological awareness
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Multiple Documents of Text and Picture: Naming a Historical Painting’s Inaccuracies Influences Conflict Regulation Strategies Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-23 Manuel Knoos, Manuela Glaser, Stephan Schwan
Referring to theories of multiple documents and narrative processing, two experiments investigated how viewers process pairs of documents about historical events, namely, historical paintings together with audio-texts either naming or not naming historical inaccuracies in the paintings. The results of Experiment 1 revealed that participants encountering discrepancies allocated more attention to the
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Realizing the full potential of individualizing learning Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-21 Toi Sin Arvidsson, Deanna Kuhn
The potential of individualization to transform learning that new technology makes possible has generated wide interest. We ask here whether individualization has been exploited to its maximum advantage. We explore its potential to provide individualized scaffolding at the meta-level of students’ reflection on their own thinking as they engaged in inquiry activity to support their reasoning about a
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Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-14 Stanislaw Schukajlow, Judith Blomberg, Johanna Rellensmann, Claudia Leopold
The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the role
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Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-16 You-kyung Lee, Unhee Ju
While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades
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Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-03 Carlton J. Fong, Kristen P. Kremer, Christie Hill-Troglin Cox, Christie A. Lawson
The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns
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Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-06 Anna-Leena Clem, Riikka Hirvonen, Kaisa Aunola, Noona Kiuru
This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects
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Teacher judgments at zero-acquaintance: A social accuracy analysis Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-03-10 Caroline V. Bhowmik, Steffen Nestler, Friedrich-Wilhelm Schrader, Anna-Katharina Praetorius, Jeremy C. Biesanz, Mitja D. Back
How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’
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The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-10 Monika Szczygieł
Math anxiety is considered a predictor of math achievement, although the cognitive mechanism whereby math anxiety impairs math achievement is unclear. The paper presents the results of cross-sectional (N = 241) and longitudinal (N = 369) studies conducted among early school-aged children on the cognitive mechanism whereby math anxiety impairs math achievement. The following hypotheses were tested:
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A meta-analytic review of interventions to improve children’s attitudes toward their peers with intellectual disabilities Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-06 Jessica L. McManus, Donald A. Saucier, Jane E. Reid
Children’s biases toward their peers with intellectual disabilities tend to have negative developmental and social consequences for those with intellectual disabilities. As a result, researchers developed intervention programs to reduce biases toward children with intellectual disabilities. This meta-analysis is a quantitative summary of 59 studies and 144 hypothesis tests involving intervention programs
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The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-02-04 Lisa Bäulke, Martin Daumiller, Markus Dresel
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Illuminating learning from informative texts in secondary education: A switching replication design study Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-28 Amélie Rogiers, Emmelien Merchie, Hilde Van Keer
This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students’ text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in which 689 students followed an eight-lesson teacher-delivered
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Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-29 Inok Ahn, Ming Ming Chiu, Helen Patrick
According to Self-Determination Theory (SDT), teacher motivation affects student motivation indirectly via teaching practices that support the satisfaction of students’ basic psychological needs, but studies have not shown evidence of this entire sequence. We tested the complete model: teacher motivation (autonomous, controlled, and amotivation) → perceived need-supportive practices (autonomy support
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Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-23 Pilvi Peura, Tuija Aro, Eija Räikkönen, Helena Viholainen, Tuire Koponen, Ellen L. Usher, Mikko Aro
The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling
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Students’ achievement goals and beliefs of causes of success: Temporal relations and gender differences Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-02 A. Katrin Arens, Rainer Watermann
According to the goal orientation model, students’ achievement goals and beliefs are interrelated. Within this framework, research and theory have so far assumed that achievement goals are associated with students’ beliefs of causes of success, the latter representing students’ subjective beliefs about the factors contributing to success at school. So far, this line of research has been restricted
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Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2021-01-13 Rhianna White, Ginny Russell, Pamela Qualter, Matthew Owens, Lamprini Psychogiou
We examined whether children’s facial emotion recognition ability predicted their academic attainment over time, and whether peer relationships mediated that association. A secondary aim was to test whether the putative causal pathways would be significantly different for boys and girls. The model was tested using data from The Avon Longitudinal Study of Parents and Children (ALSPAC), a prospective
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Supporting the self-regulated use of retrieval practice: A higher education classroom experiment Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-27 Marloes Broeren, Anita Heijltjes, Peter Verkoeijen, Guus Smeets, Lidia Arends
This study investigated whether an instructional intervention can increase students’ self-regulated use of retrieval practice in a higher education classroom environment. A lab-experiment by Ariel and Karpicke (2017) revealed that strategy instructions improved students’ self-regulated use of retrieval practice and subsequent test performance. Our goal was to determine whether these effects generalize
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An attribution-based motivation treatment to assist first-generation college students reframe academic setbacks Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-26 Robert P. Dryden, Raymond P. Perry, Jeremy M. Hamm, Judith G. Chipperfield, Rodney A. Clifton, Patti C. Parker, Masha V. Krylova
First-generation college students face unique obstacles that can erode their psychological well-being, academic motivation, and educational development during school-to-college transitions. Although research shows attribution-based interventions foster academic attainment among at-risk students (Hamm et al., 2020; Perry & Hamm, 2017), little is known about treatment efficacy for students with socioeconomic
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Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-11 Bradley W. Bergey, John Ranellucci
Given the perennial challenge of attracting and retaining high-quality teachers, especially in large cities, there is a need to understand why preservice teachers in urban districts choose a teaching career, their perceptions of the profession, and how these relate to their initial career commitments and aspirations. Using latent profile analysis, we examined patterns of motivational perceptions with
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The AEQ-S: A short version of the Achievement Emotions Questionnaire Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-31 Maik Bieleke, Katarzyna Gogol, Thomas Goetz, Lia Daniels, Reinhard Pekrun
The Achievement Emotions Questionnaire (AEQ) is a well-established instrument for measuring achievement emotions in educational research and beyond. Its popularity rests on the coverage of the component structure of various achievement emotions across different academic settings. However, this broad conceptual scope requires the administration of 6 to 12 items per scale (Mdn = 10), which limits the
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Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-11-08 Elisa Oppermann, Janica Vinni-Laakso, Kalle Juuti, Anni Loukomies, Katariina Salmela-Aro
The present study employed a person-oriented approach to (1) identify elementary school students’ self-concept and intrinsic value profiles across the subjects Finnish language, mathematics and science and to examine (2) the stability and change of these motivational profiles from 2nd to 3rd grade, (3) gender differences in profile membership as well as (4) the relation to students’ STEM (Science,
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Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-16 Emma C. Burns, Andrew J. Martin, Roger K. Kennett, Joel Pearson, Vera Munro-Smith
Extant research has demonstrated that anxiety is negatively associated with self-efficacy, especially in science. However, social cognitive theory also posits that anxiety and self-efficacy are likely to dynamically interact (i.e., moderate), such that a student high in anxiety may not garner the benefits of high self-efficacy. It has been suggested that classrooms may also be characterized in terms
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A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-12-05 Marije van Braak, Janneke van de Pol, Astrid M.G. Poorthuis, Tim Mainhard
Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects. Additionally
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Better together: Effects of four self-efficacy-building strategies on online statistical learning Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-10-03 Xiaoxia Huang, Richard E. Mayer, Ellen L. Usher
The goal of this study is to test the individual and combined effects of supplementing an online statistics lesson with four motivational strategies corresponding to Bandura’s (1997) four sources of self-efficacy (anxiety coping, modeling, mental practice, and effort feedback) on cognitive, motivational, and affective outcomes. Internet participants (N = 279) completed an online statistics module in
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The relation between the control-of-variables strategy and content knowledge in physics in secondary school Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-09-22 Martin Schwichow, Christopher Osterhaus, Peter A. Edelsbrunner
The control-of-variables strategy (CVS) is considered a hallmark in the development of scientific reasoning. It holds that informative experiments need to be contrastive and controlled. Prior evidence suggests that CVS is connected to the acquisition of science content knowledge. In a cross-sectional study involving 1283 high school students (grades 5–13), we investigate whether students’ mastery of
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Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-09-16 Frédéric Guay, William Gilbert, Érick Falardeau, Richard Bradet, Johannie Boulet
Based on self-determination theory, this research aimed at evaluating the effectiveness of the CASIS professional development (PD) program for fostering (1) teachers’ use of five recommended pedagogical practices during a writing lesson and (2) students’ motivational resources (intrinsic, identified, and controlled regulations) toward writing. Two quasi-experimental studies with two-time points were
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The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-09-10 Ai Miyamoto, Kou Murayama, Clemens M. Lechner
The goal of the present study is to extend previous research on the developmental trajectory of intrinsic reading motivation during early adolescence. Using large-scale panel data on secondary school students in Germany, we examined: (1) the longitudinal measurement invariance of intrinsic reading motivation, (2) the generalizability of the developmental trajectory of intrinsic reading motivation across
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Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-09-06 Jonathan Wai, Joni M. Lakin
Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students
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Trajectories of motivation and their academic correlates over the first year of college Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-15 Jennifer Henderlong Corpus, Kristy A. Robinson, Stephanie V. Wormington
The first year of college is a pivotal time for academic and personal development, yet there is still much to be learned about motivational change during this period. Using Self-Determination Theory (SDT), we assessed six distinct types of motivation among an initial sample of 776 students at four time points over the first year of college. Latent growth models indicated initially high but declining
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Constructing explanatory models from text-based information: Why instructional tools help Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-13 Katherine James, Susan R. Goldman
Scientists frequently construct explanatory models based on information they read about scientific phenomena. Modeling is a complex task involving reasoning about what information from multiple texts, including verbal and visual representations, is task-relevant and how it relates to the model. In this study, ninth graders were randomly assigned to a text-based modeling task with or without an instructional
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Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-11 Mirko Schmidt, Myrto F. Mavilidi, Annina Singh, Chris Englert
Considering the convincing evidence that executive functions predict academic achievement significantly, strategies to foster executive functions in the early school years are highly requested. Besides traditional cognitive training, combined physical and cognitive interventions are intended to be a feasible way of enhancing both children’s daily physical activity and executive functions. The purpose
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Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-11 Michiel Boncquet, Bart Soenens, Karine Verschueren, Jeroen Lavrijsen, Nele Flamant, Maarten Vansteenkiste
This study investigated whether motivational resources play a role in predicting changes in students’ achievement and well-being above and beyond the role of intelligence during the transition to secondary school. The motivational resources entailed autonomous and controlled motivation as conceived in Self-Determination Theory and implicit beliefs of intelligence as defined in Dweck's perspective.
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Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-07 Monika H. Donker, Tamara van Gog, Thomas Goetz, Anna-Lena Roos, Tim Mainhard
Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11
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Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-07 Jenna Sethi, Peter C. Scales
The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers,
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The contribution of argument knowledge to the comprehension and critical evaluation of argumentative text Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-05 Stelios A. Christodoulou, Irene-Anna N. Diakidoy
The purpose of this study was to develop a comprehensive test to estimate argument knowledge and examine directly the influence of this knowledge on the comprehension of argumentative text and the critical evaluation of its arguments. Also, the possible contribution of comprehension to argument evaluation was explored. Sixth and ninth graders read two completely balanced two-sided argumentative texts
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Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-08-04 Junlin Yu, Ros McLellan
Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered
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How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-31 Johnmarshall Reeve, Sung Hyeon Cheon, Hyungshim Jang
This paper sought to explain how the student engagement construct could be reconceptualized so to increase its capacity to explain course-specific academic progress. To do so, we proposed that agentic engagement should be added as a new engagement component while the status of emotional engagement should be reconsidered. In two longitudinally-designed studies, secondary-grade students self-reported
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Does the position of source information for multiple documents matter? Insights from two experiments Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-28 Martin Merkt, Markus Huff
When processing information from multiple documents about a controversial topic, it is important to consider information about the respective documents’ sources. In two experiments, we investigated whether different ways of providing source information affects learners’ use of source information when trying to make sense of a controversy. Experiment 1 (123 participants) varied the position of source
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How accurately do teachers’ judge students? Re-analysis of Hoge and Coladarci (1989) meta-analysis Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-28 Esther Kaufmann
In order to tailor the educational context to students’ individual needs, teachers must accurately judge their students’ abilities. Educational researchers and practitioners thus need robust estimates of teachers’ judgment accuracy and also need to understand how it can be improved. In the current study, we use a modern, psychometric meta-analytical approach to re-analyze the data from Hoge and Coladarci
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The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-21 Krista R. Muis, Nesma Etoubashi, Courtney A. Denton
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage
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When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-15 Yong Wu, Christian D. Schunn
Prior research on the complex process of revision based upon peer feedback has focused on characteristics of each piece of feedback in isolation. Multipeer feedback allows for feedback to be repeated (or not), which could be a signal of feedback quality or be especially persuasive to peers. Separately, little research has examined how well peers select more impactful and accurate peer feedback in their
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Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children. Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-15 Priya B Kalra,Edward M Hubbard,Percival G Matthews
Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational
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The role of numerical and non-numerical ordering abilities in mathematics and reading in middle childhood Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-07-07 Kinga Morsanyi, Bianca M.C.W. van Bers, Patrick A. O'Connor, Teresa McCormack
This study investigated whether different types of ordering skills were related to mathematics achievement in children (n = 100) in middle childhood, after the effects of age, socio-economic status, IQ, and processing speed were taken into account. The relations between ordering skills and magnitude processing were also investigated, as well as the possibility that some of the shared variance between
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Student hand-raising as an indicator of behavioral engagement and its role in classroom learning Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-24 Ricardo Böheim, Tim Urdan, Maximilian Knogler, Tina Seidel
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’
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Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-12 Allan Wigfield, Alison C. Koenka
We conclude this special issue with our perspective on theoretical convergences and distinctions among the theories included in the special issue; how the theory article authors answered our questions on diversity, methodology, and motivation interventions; and sense of how the motivation field has advanced over the last 20 years. The convergences include multiple theorists holding the view that motivation
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Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-11 Cornelius Brandmiller, Hanna Dumont, Michael Becker
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as
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The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-08 Cora Parrisius, Hanna Gaspard, Ulrich Trautwein, Benjamin Nagengast
Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However
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A qualitative examination of critical feedback processes in project-based youth programs Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-07 Aisha N. Griffith, Haley E. Johnson, Reed W. Larson, Ellen K. Buttitta
When an adolescent receives critical feedback from adults on what they should change, they may feel discouraged; however, such feedback can be key to learning. This study explored how adolescents attending project-based youth programs experienced critical feedback from adult leaders and the strategies these leaders employed when providing feedback. Qualitative analyses of interviews with 49 youth and
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Fostering integration of informational texts and virtual labs during inquiry-based learning Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-06-05 Joep van der Graaf, Eliane Segers, Ton de Jong
Inquiry-based learning allows students to learn about scientific phenomena in an exploratory way. Inquiry-based learning can take place in online environments in which students read informational texts and experiment in virtual labs. We conducted two studies using eye-tracking to examine the integration of these two sources of information for students from vocational education (78 and 71 participants
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Engagement profiles of elementary students in urban schools Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-05-28 Christine L. Bae, Morgan Les DeBusk-Lane, Ashlee M. Lester
This study identified engagement profiles and examined their relations to student characteristics (gender, grade, socioeconomic status) as well as mathematics and reading achievement among elementary students attending urban schools in the southeastern part of the United States (N = 564). Using latent profile analysis, four engagement profiles were identified including a Moderately Engaged, Globally
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From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-05-25 Jacquelynne S. Eccles, Allan Wigfield
Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision
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Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-05-22 Ivana Di Leo, Krista R. Muis
We developed a cognitive-emotional strategy training (CEST) intervention to teach fifth-grade students (N = 57) self-regulated learning strategies that can be used when confusion is experienced during mathematics problem solving in addition to strategies they can implement during learning to help solve them. Fifth-grade students were randomly assigned to the intervention condition or the control condition
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Theories of motivation: Integration and ways forward Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-05-20 John Hattie, Flaviu A. Hodis, Sean H.K. Kang
Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models covered in this special issue each have their unique aspects
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The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates Contemp. Educ. Psychol. (IF 2.863) Pub Date : 2020-05-20 Zhe Wang, Wonjung Oh, Margherita Malanchini, Giulia A. Borriello
Students who are highly anxious about mathematics-related activities generally exhibit lower mathematics achievement and motivation compared to their less anxious counterparts. Despite negative implications of mathematics anxiety (MA) on mathematics learning, there is a paucity of research examining how MA develops over time. Using the Longitudinal Study of American Youth dataset (N = 3116), the present
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