Pre-existing beliefs bias mental representations of socio-scientific controversies in favour of the perspective(s) that endorse(s) them. Several conditions have been proposed to moderate such belief-biased mental representations of controversial information. The present study examined the effects of readers’ prior beliefs on their mental models of textual information on the level of situation-model

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling

Mixed feelings happen in and outside of the classroom; yet prior research has focused on discrete emotions, essentially ignoring the interaction between emotions. We extend prior person-centered studies of achievement emotions by placing emotions within the Control-Value Theory framework to examine how patterns of emotions mediate the relation between motivation and achievement. We found four profiles

Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic

The ability to accurately measure academic motivation is important to its value as a predictive variable for learning, achievement, and other outcomes. Although measures of motivation are frequently subject to quantitative validation (e.g., Appleton, Ntoumanis, Quested, Viladrich, & Duda, 2016; Gagné et al., 2015; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011), the establishment of cognitive validity

We examine the effect of students' perceptions of teacher support on attitudes towards math and whether the association varies between students from historically underrepresented groups in STEM. Participants included high school students enrolled in an AP Statistics course (N = 585, Mage = 16.75 years, SDage = 0.88). Measurement invariance conducted on the basis of student background characteristics

Students value school success but often experience classroom norms implying that learning is easy and succeeding in school is not difficult. These succeed-with-ease-not-effort norms can undermine students’ grades and increase their risk of course failure in three ways. They can reduce the likelihood that students experience school as relevant to their future goals, experience right now as the time

Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the

With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ motivation to pursue science academic and career pathways successfully. However, our understanding of motivational constructs such as self-efficacy has mostly been based on studies of predominantly White samples, neglecting the perspectives

Preparing for an exam entails various exam-related emotions. To ensure psychologically healthy behavior and an effective learning process, emotion regulation is highly important. In the present study, we used a dynamic multilevel modeling approach to analyse the interplay of exam-related anxiety and hope, as well as four regulation strategies over time. This study provides valuable insights into students’

Environmental and individual factors are regarded as powerful predictors of math anxiety. However, their joint contribution to predicting math anxiety has not been thoroughly explored. To address this, two studies were conducted to examine how parental educational involvement and teacher support related to math evaluation anxiety and learning math anxiety concurrently (Study 1) and longitudinally (Study

Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender

Teachers are often viewed as being primarily responsible for the quality of their classroom environment and teaching practices. Yet, the aggregate skills and competencies of children within classrooms may affect teachers’ ability to engage in emotionally and instructionally supportive interactions and maintain an organized classroom. The objectives of this study were to (1) identify common types of

The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, self-regulated learning strategies, and motivation of university students. The literature search revealed 49 studies (5,786 participants) that met the inclusion criteria. A three-level meta-analysis based on 251 effect sizes revealed an overall effect size of g = 0.38. The largest

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’

Academic language proficiency (ALP) is supposed to contribute to success across school subjects and to be a hurdle for students, in particular for those from families with a migration background. The present study investigated the effects of language use (i.e., use of the majority and/or a minority language) at home and at free time as well as of families’ socioeconomic status (SES) on ALP. We used

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

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

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

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

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

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

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

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

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

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

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

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

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

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:

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

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

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

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

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

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

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

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

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

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

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,

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

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

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

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

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

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

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

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

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

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

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.

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

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,

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

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

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

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

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