Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there

A previous study found that task shifting and fluid intelligence, but not working memory capacity (WMC) and prior knowledge, influenced the worked example effect (Schwaighofer, Bühner, & Fischer, 2016). To increase confidence in these findings, we report a preregistered extended replication study of Schwaighofer et al.’s investigation. University students (N = 231, Mage = 22.40 (SD = 4.33), 87% women)

Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial children’s and adolescents’ learning. Yet we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged

University of Minnesota Ph.D. dissertation. 2016. Major: Educational Psychology. Advisor: Asha Jitendra. 1 computer file (PDF); 172 pages.

Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as memory cues) showed that a visual-semantic connection between the learning information and additional pictures

As student engagement in science learning continues to garner significant attention from educational researchers, practitioners, and policymakers, the importance of understanding person and context-related factors that impact student engagement is increasingly recognized. In this mixed methods study, middle school students’ (N = 1,848) engagement was examined in relation to opportunities to participate

Which factors help young adults choose educational pathways leading to higher educational attainment? Academic self-concept (ASC), achievement, and socioeconomic background have all been found to be important predictors of postsecondary educational choices and success. Although research has shown that student composition in secondary school may affect some of these predictors, only a few studies (mostly

In the face of rising economic and social inequality, American parents increasingly seek to promote their children’s academic achievement through provision of enriching learning opportunities. In this study, we hypothesized that parental investments in both home and out-of-home learning resources may partially explain socioeconomic disparities in children’s academic skills, and may function differently

We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) of early arithmetic development in a large unselected sample of 569 children at school entry. Assessments were repeated 12 months later. Although all predictors (except finger gnosis) were moderate to strong correlates of arithmetic, a latent

Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures

Achievement goals are the reasons for pursuing competence-related tasks. Much prior work has shown that they can affect student motivation, learning, and performance outcomes. They are typically measured in classroom settings vis-a-vis self-report surveys about students’ goals or the perceived goal structure of the class. Less work has measured how achievement goals naturally emerge in class instruction

Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy

Two experiments investigated the effects of an instructional video’s setting on learners’ retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor’s expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas

Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability

material at atypically fast rates. Moreover, they were identified at a different age, during a different decade, and using different procedures. If such a sample of young adults were assessed 25 years after their initial identification using the same age-50 outcome measures employed in Study 1, a compelling test of the generalizability and robustness of the findings in Study 1 would be possible. Would

More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs’ educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers’ decisions to leave their school

Executive function is the set of cognitive skills needed for goal directed behavior and is a strong predictor of academic success (Best, 2014). The present study examines the effectiveness of a custom video game designed to train the executive function skill of shifting—being able to efficiently shift attention from 1 task to another. In Experiment 1, students who played Alien Game for 4 hr, mostly

Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom

Job satisfaction is important for employee well-being and retention, which are both crucial for high-strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multilevel bifactor models provide strong evidence for the

Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed

This study explored ways to foster generative learning during a narrated video lesson about the human kidney. In a 2 × 3 between-subjects design, 196 college students were randomly assigned to a video format condition and a learning strategy condition. Students listened to oral explanations from the instructor as they viewed either a series of static diagrams (static visuals) or the same diagrams dynamically

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Dec 23 2019 (see record 2019-80143-001). In Table 4, the Spanish vocabulary coefficients were not placed under the correct models. In Table 5, coefficients for the home language use and home language composite were not placed under the correct models. Additionally, the coefficient for constant

Digital badges have long been assumed to possess motivational qualities that could encourage learners to engage with learning content. However, prior studies have found the effects of badges to be complex, differing by learner, type of badge, and potentially other factors. Qualitative reports suggest that individuals’ perceptions of digital badges may play a role in moderating badges’ effects: badges

Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model

Academic vocabulary networks were examined in 3 elementary grades textbook programs (first through fifth grade) in 3 domains—science, mathematics, and social studies. Within each program, a given network consisted of a focal domain-specific academic word and the collection of words from all grades that overlapped in meaning with the focal word. Academic words and the networks for each domain-specific

Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during three consecutive school years, this study has three main objectives. First, we seek to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examine whether different sources of relatedness (father

Previous research has shown that explaining is an effective activity to enhance learning. In prior studies, students were instructed to explain the contents after completing an entire learning phase. Explaining at the end of a learning phase, however, may be less apt to support comprehension monitoring and subsequent regulation activities. In 2 experiments, we investigated whether explaining in earlier

Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students’ learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students’ and instructors’ time

The goal of the present set of experiments was to identify the conditions under which readers evoked prepotent-response inhibition to prevent interference from reactivated misconceptions. In Experiment 1, participants with varying inhibition ability read refutation texts that addressed common misconceptions and control texts. Overall, participants read target sentences that stated the correct idea

Mathematics anxiety is a problem for many secondary school students, and the accompanying worries and unpleasant affective reactions threaten their well-being. An extensive body of studies has found a negative correlation between anxiety and concurrent mathematics achievement. However, prior research on their longitudinal interplay has yielded inconsistent results. Furthermore, the question of how

The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar

Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of students' reading and math growth from typical school instruction and how growth differs based on initial proficiency, grade, and demographic characteristics. Data

We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading, listening comprehension, working memory, attention,

Making sense of fractions is critical for building the mathematical competence of upper elementary students with and at-risk for a mathematics learning disability. The primary aim of this study was to investigate the effectiveness of teaching students with and at-risk for learning disabilities an intervention in which they learned to construct written arguments to develop their fraction knowledge.

This study examines the role of spatial reasoning in learning among 5th and 6th grade students participating in a set of in-school, technology-enhanced, STEAM (science, technology, engineering, arts, and math) making activities. We focus our analysis on a particular type of reasoning: spatial reasoning. Prior research has shown that spatial reasoning is relevant for problem-solving, participation,

Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whether children may move in or out of these subtypes over

This study used a youth participatory action research (YPAR) approach to explore the meaning five Black boys make of race, identity, and oppression through their school experiences in a suburban high school. The first author developed, cofacilitated, and assumed the role of participant observer in a YPAR afterschool program aimed at promoting sociopolitical development. The participants completed photovoice

The aim of this study was to understand why some students avoid seeking help when they find classwork difficult. We employed a qualitative methodology to discover the theories in use that described and explained what high school students did and did not do when they did not understand in math classes. After 5 classroom observations of students’ help-seeking behavior, stimulated recall interviews were

There are indications that the recognition and use of qualitative methods in psychology are growing. Yet, qualitative methodologies are still not integrated into many traditionally quantitative publication spaces that are, in principle, open to them. This special section in the Journal of Educational Psychology, a traditionally quantitative publication outlet, features qualitative studies of reasoning

The Common Core State Standards articulate expectations for student participation in mathematical reasoning, sense making, and discussion. Yet little to no research explores the participation of students with autism in these practices. Drawing on neurodiversity and situated sociocultural theory, this article offers a case study of the mathematics engagement of Oscar, a fifth-grade student with autism

Recent reforms in science education emphasize having students develop and refine core disciplinary ideas through participation in science knowledge–building practices. Supporting students’ meaningful participation in these practices is challenging, in part because our understanding of how this kind of participation develops is underexplored. This paper characterizes the epistemic dimension of classroom

Black feminist scholars have produced compelling frameworks for assessing direct speech behavior, both within and external to Black female speech communities. These frameworks are marginalized in mainstream organizational psychology and educational psychology research on psychological safety. Psychological safety is a concept that positions directness as a marker of contextual comfort. In this article

Although there is increasing recognition of the value of mixed-methods research, many publication spaces remain methodologically siloed, primarily publishing either qualitative or quantitative research studies. This methodological siloing presents a risk to coherence in the psychological sciences if qualitative and quantitative research traditions continue to exist and develop in disconnected spaces

Off-task activity is ubiquitous in classrooms, yet little understood. Building on recent work that illustrates the utility of off-task activity to disrupt relations of power among students, this article explores the potential functions of off-task participation during collaborative mathematics problem-solving. We examined 56 instances of off-task participation across 12 collaborative problem-solving

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school’s

This microgenetic case study explores how an undergraduate student (Nolan) in a second-year seminar mastered an argument weighing scheme and used it to organize his writing. The students in this seminar completed argumentation vee diagrams (AVDs) prior to discussing controversial issues. Students also completed preessays and postessays on a different topic without using AVDs. Through the AVDs, students

In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, n = 627) and typically developing students (n = 14,146). Students were tested for their vocabulary breadth and

Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown only for knowledge of positive magnitudes; the present study is the first, to our knowledge, to examine the connection between magnitude knowledge and math ability with negative integers. In the current study, 8th Grade Algebra I students (n

Dimensional comparisons are comparisons of one’s accomplishments between two domains (e.g., comparisons between math and verbal achievements) that affect our self-perceptions in the domains compared with each other. In particular, dimensional comparisons explain the seemingly paradoxical finding, described in the internal/external frame of reference (I/E) model, that students’ math (verbal) achievement

Relational reasoning, or the ability to identify meaningful patterns within streams of information, has emerged as an important factor in a variety of complex tasks. One factor that has received relatively little research attention, however, is how relational reasoning may be influenced by the representational systems (i.e., verbal or nonverbal) that hold the information about which one is reasoning

Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical framework—psychological essentialism—to explore the content and

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Oct 17 2019 (see record 2019-62704-001). In the original article, Tables 2 and 4 contained typographical errors regarding the reporting of some sample sizes. In Table 2, for the Unadjusted Analyses section, the n for the “No participation in school music” group should read 75,616 for the Math

This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was 5,218 students, aged 7–9 at baseline (M = 8.12, SD = .87)

Conscientiousness and interest are well-known predictors of academic effort and achievement. As hypothesized by the Conscientiousness × Interest Compensation (CONIC) model, conscientiousness and interest can (partly) compensate for each other, leading to (comparatively) high effort if either conscientiousness or interest is high. The present research (a) provides a test of this prediction across four

Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children’s learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and without coaching, offered at scale to early childhood educators (n = 546) across 1 state. Relative to the comparison condition, PD with coaching showed a small

The spatial split-attention principle suggests that presenting related words and pictures spatially close to one another will improve learning compared with a spatially distant design, and two meta-analyses have shown support for the principle. However, it is not clear why the principle occurs. It has been theorized that integrated graphic designs lower the extraneous cognitive load imposed on learners

A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents’ fluctuations in reading motivation

Students’ intelligence and self-concept of ability are critical predictors of school achievement. However, studies focusing on the relative importance of both achievement predictors have produced mixed results. To clarify these inconsistencies, the present study investigated whether the relative predictive power of students’ intelligence and ability self-concept differs depending on the achievement

Poorer language ability has been shown to predict the development of externalizing behavior problems such as aggression and conduct problems. However, the developmental process that links poorer language ability to externalizing problems is unclear. The present study examined (a) whether withinchild changes in language ability predict within-child changes in externalizing problems, (b) whether social