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Data envelopment analysis (DEA) in the educational sciences J. Exp. Educ. (IF 2.107) Pub Date : 2021-04-09 Jeffrey A. Shero, Stephanie Al Otaiba, Chris Schatschneider, Sara A. Hart
Abstract Many of the analytical models commonly used in educational research often aim to maximize explained variance and identify variable importance within models. These models are useful for understanding general ideas and trends, but give limited insight into the individuals within said models. Data envelopment analysis (DEA), is a method rooted in organizational management that makes such insights
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Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction J. Exp. Educ. (IF 2.107) Pub Date : 2021-04-01 Kelley Durkin, Bethany Rittle-Johnson, Jon R. Star, Abbey Loehr
Abstract Productive learning of algebra is supported when students reflect on multiple strategies, compare them and discuss the rationale behind and relative merits of particular strategies. Comparison and Discussion of Multiple Strategies (CDMS) is an instructional approach designed to support these processes in math classrooms. In the current study, 16 Algebra I teachers received professional development
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Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-26 Julia Gorges, Enya M. Weidner
Abstract This study investigated the predictive validity of school-subject-specific self-concepts of ability, intrinsic task values, and cost (operationalized as task effort) for motivation regarding unclassified novel learning content—a fictional project management course—as a function of perceived similarity between school subject and novel learning content. Using an experimental survey design, perceived
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Complex sampling designs in large-scale education surveys: a two-level sample distribution approach J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-22 Ting Shen, Spyros Konstantopoulos
Abstract Large-scale education data are collected via complex sampling designs that incorporate clustering and unequal probability of selection. Multilevel models are often utilized to account for clustering effects. The probability weighted approach (PWA) has been frequently used to deal with the unequal probability of selection. In this study, we examine the performance of an intuitive, easy to implement
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Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-17 Dan Spencer, John L. Nietfeld, Li Cao, Daniell Difrancesca
Abstract Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom
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Week-to-week interplay between teachers’ motivating style and students’ engagement J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-15 Aikaterini Michou, Servet Altan, Athanasios Mouratidis, Johnmarshall Reeve, Lars-Erik Malmberg
Abstract Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic and behavioral engagement. Moreover, agentic engagement elicits higher teacher autonomy support. In the present 5-week diary study, we investigated the dynamic nature of this interplay between teachers and students through their cross-assessment of students’ agentic and behavioral engagement
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Examining cognitive diagnostic modeling in classroom assessment conditions J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-10 Justin Paulsen, Dubravka Svetina Valdivia
Abstract Cognitive diagnostic models (CDMs) are a family of psychometric models designed to provide categorical classifications for multiple latent attributes. CDMs provide more granular evidence than other psychometric models and have potential for guiding teaching and learning decisions in the classroom. However, CDMs have primarily been conducted using large samples. This study examines estimating
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Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-07 Charles J. Fitzsimmons, Kayla Morehead, Clarissa A. Thompson, Morgan Buerke, John Dunlosky
Abstract We investigated whether three interventions – studying incorrect worked examples, studying correct worked examples, or receiving feedback – improved children’s 0–1,000 (Experiment 1) and adults’ 1 thousand–1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated numbers on number lines (without feedback or examples)
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Does Supplemental Instruction Improve Grades and Retention? A Propensity Score Analysis Approach J. Exp. Educ. (IF 2.107) Pub Date : 2021-03-06 Nicholas A. Bowman, Stephanie Preschel, Danielle Martinez
Abstract Many colleges and universities seek to promote student success through targeted strategies for individuals or groups of students who are believed to have a higher risk of attrition. Taking a different focused approach, Supplemental Instruction (SI) provides voluntary collaborative learning sessions that are generally linked to specific undergraduate courses with a high percentage of students
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Statistical Power for Randomized Controlled Trials with Clusters of Varying Size J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-15 Joseph M. Kush, Timothy R. Konold, Catherine P. Bradshaw
Abstract In two-level designs, the total sample is a function of both the number of Level 2 clusters and the average number of Level 1 units per cluster. Traditional multilevel power calculations rely on either the arithmetic average or the harmonic mean when estimating the average number of Level 1 units across clusters of unbalanced size. The current study compares these two approaches with simulation-based
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Operationalizing identity: studying changing selves in experimental learning environments J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-15 David Williamson Shaffer
Abstract This paper explores methodological questions in the study of identity through an examination and discussion of the empirical papers in this special issue. Particular attention is paid to the ways identity is operationalized in the study of how learning environments foster changes in students’ sense of self. The paper concludes that identity is a difficult construct to study in the context
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The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter? J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-15 Meike Bonefeld, Hannah Kleen, Sabine Glock
Abstract Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers’ judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students’ mathematical
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Can Self-Efficacy and Task Values Buffer Perceived Costs? Exploring Introductory- and Upper-Level Physics Courses J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-10 Yeo-Eun Kim, Shirley L. Yu, Alison C. Koenka, Hyewon Lee, Andrew F. Heckler
Abstract Students’ cost perceptions have been associated with lower retention and academic performance in science, technology, engineering, and mathematics (STEM). Guided by expectancy-value theory, we examined whether relations between perceived costs and physics outcomes (i.e., engagement and achievement) varied as a function of self-efficacy or task values among undergraduate physics students (N = 1
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Variations of homework amount assigned in elementary school can impact academic achievement J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-10 Dacian Dorin Dolean, Arne Lervag
Abstract The utility of homework and its impact on academic achievement has been an ongoing debate for more than 100 years. To date, there is no rigorous experimental research to show whether, and the extent to which, variations in the amount of homework assigned can impact the academic performance of elementary school students. In this study, 440 second-grade students were randomly distributed in
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Best Linear Unbiased Prediction of Latent Means in Three-Level Data J. Exp. Educ. (IF 2.107) Pub Date : 2021-02-08 Burak Aydin, James Algina
Abstract Decomposing variables into between and within components are often required in multilevel analysis. This method of decomposition should not ignore possible unreliability of an observed group mean (i.e., arithmetic mean) that is due to small cluster sizes and can lead to substantially biased estimates. Adjustment procedures that allow unbiased estimation have been defined and implemented in
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Soft Skills and Extracurricular Activities Sustain Motivation and Self-Regulated Learning at School J. Exp. Educ. (IF 2.107) Pub Date : 2021-01-27 Tommaso Feraco, Dario Resnati, Davide Fregonese, Andrea Spoto, Chiara Meneghetti
Abstract Soft skills are important in several life domains, but their role in academic achievement has not been systematically investigated. This study examines how soft skills work together with self-regulated learning, motivation, and cognitive aspects in sustaining success at school. How extracurricular activities relates to these variables is examined too. A sample of 460 school students in years
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The Role of Graphics in Video Lectures J. Exp. Educ. (IF 2.107) Pub Date : 2021-01-25 Laura J. Bianchi, Evan F. Risko
Abstract With the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension of the material, likely resulting from an increase
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Successful learning environments support and harness students’ identity-based motivation: A primer J. Exp. Educ. (IF 2.107) Pub Date : 2021-01-19 Daphna Oyserman, Andrew Dawson
Abstract We build on identity-based motivation theory to integrate research on in-person and virtual learning environments so that we can articulate which features of virtual learning environments are likely to support or impede learning and identity exploration. Although students experience their identities as stable anchors for meaning-making and action, they construct what their identities mean
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Framing and studying learning and identity in virtual learning environments J. Exp. Educ. (IF 2.107) Pub Date : 2021-01-16 Aroutis Foster, Mamta Shah
Abstract In a 21st century context of rapid technological advancement, virtual learning environments (VLEs) such as games have been increasingly designed, implemented, and researched for their capacity to offer immersive and interdisciplinary experiences that support student motivation and learning. As such, VLEs have acquired greater mainstream acceptance as tools for learning that is embodied, enactive
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A Tutorial on Artificial Neural Networks in Propensity Score Analysis J. Exp. Educ. (IF 2.107) Pub Date : 2021-01-11 Zachary K. Collier, Walter L. Leite
Abstract Artificial neural networks (NN) can help researchers estimate propensity scores for quasi-experimental estimation of treatment effects because they can automatically detect complex interactions involving many covariates. However, NN is difficult to implement due to the complexity of choosing an algorithm for various treatment levels and monitoring model performance. This research aims to develop
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Multilevel Item Response Model with Heterogeneous Within-Cluster Variances J. Exp. Educ. (IF 2.107) Pub Date : 2020-12-18 Yusuf Kara, Akihito Kamata
Abstract Within-cluster variance homogeneity is one of the key assumptions of multilevel models; however, assuming a constant (i.e. equal) within-cluster variance may not be realistic. Moreover, existent within-cluster variance heterogeneity should be regarded as a source of additional information rather than a violation of a model assumption. This study extends the three-level Rasch item response
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Utility-Value Intervention in School: Students’ Migration and Parental Educational Backgrounds as Moderators J. Exp. Educ. (IF 2.107) Pub Date : 2020-12-11 Anne F. Weidinger, Hanna Gaspard, Judith M. Harackiewicz, Patrick Paschke, Sebastian Bergold, Ricarda Steinmayr
Abstract A growing body of research suggests that utility-value interventions can promote students’ academic motivation and achievement. Moreover, there is evidence that minimal interventions are particularly useful for ethnic minority and first-generation students at college. Whether this is also the case with high school students belonging to minorities and having low parental educational background
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Detecting Unfulfilled Potential: Perceptions of Underachievement by Student, Parents, and Teachers J. Exp. Educ. (IF 2.107) Pub Date : 2020-12-07 Jeroen Lavrijsen, Alicia Ramos, Karine Verschueren
Abstract Beliefs about academic functioning play an important role in the academic development of students. This study considers perceptions about underachievement, that is, the degree to which accomplishments are believed to be in line with potential. In particular, we examined why these perceptions might deviate from measured underachievement, determined by regressing achievement on a measure of
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Effectiveness of mind mapping for learning in a real educational setting J. Exp. Educ. (IF 2.107) Pub Date : 2020-11-26 Nathalie Gavens, Nadège Doignon-Camus, Anne-Clémence Chaillou, Alexandre Zeitler, Maria Popa-Roch
Abstract The purpose of the experiment reported here was to investigate whether mind mapping adds any value as a studying technique to that of testing. We compared the effects of mind mapping on acquisition on graders (N = 68) in a secondary school in two separate consecutive periods of learning called series. In series 1, half the students used mind mapping plus testing to learn the content of the
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Take a Chance on STEM: Risk-Taking Buffers Negative Effects of Stereotype Threat J. Exp. Educ. (IF 2.107) Pub Date : 2020-11-24 Zachary W. Petzel, Bettina J. Casad
Abstract The present research examined how risk-taking protects against consequences of negative gender stereotypes among women in science, technology, engineering, and mathematics (STEM). In Study 1, undergraduate women and men in STEM (N = 1013) took an online survey assessing risk-taking, academic outcomes, and vulnerability to stereotype threat. Risk-taking predicted positive academic outcomes
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Dimensional comparison theory: Minimal intervention affects strength of dimensional comparison effects J. Exp. Educ. (IF 2.107) Pub Date : 2020-11-09 Fabian Wolff, Jens Möller
Abstract Dimensional comparisons between math and verbal achievements affect students’ academic self-concepts by increasing (decreasing) students’ self-concept in the subject with their intraindividual higher (lower) achievement. Dimensional comparison theory assumes that dimensional comparisons are also triggered by external influences. The present research aimed to test this assumption by examining
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Correction J. Exp. Educ. (IF 2.107) Pub Date : 2020-11-05
(2020). Correction. The Journal of Experimental Education. Ahead of Print.
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Facilitating and interpreting high school students’ identity exploration trajectories in STEM J. Exp. Educ. (IF 2.107) Pub Date : 2020-10-23 Mamta Shah, Aroutis Foster, Hamideh Talafian, Amanda Barany, Mark E. Petrovich Jr.
Abstract This research project applied Projective Reflection (PR) as a theoretical and methodological framework to facilitate learning as identity exploration. PR was used to iteratively design and implement three versions of Virtual City Planning, an augmenting virtual learning environment (AVLE) course in a science museum classroom to support high school students’ exploration of role-possible selves
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Optimal sample allocation in multisite randomized trials J. Exp. Educ. (IF 2.107) Pub Date : 2020-10-14 Zuchao Shen, Benjamin Kelcey
Abstract Optimal design of multisite randomized trials leverages sampling costs to optimize sampling ratios and ultimately identify more efficient and powerful designs. Past implementations of the optimal design framework have assumed that costs of sampling units are equal across treatment conditions. In this study, we developed a more flexible optimal design framework by introducing additional optimal
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Correction J. Exp. Educ. (IF 2.107) Pub Date : 2020-09-24
(2021). Correction. The Journal of Experimental Education: Vol. 89, No. 2, pp. 442-443.
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Issues and solutions in meta-analysis of single-case design with multiple dependent variables using multilevel modeling J. Exp. Educ. (IF 2.107) Pub Date : 2020-09-24 Eunkyeng Baek, Wen Luo, Maria Henri
Abstract It is common to include multiple dependent variables (DVs) in single-case experimental design (SCED) meta-analyses. However, statistical issues associated with multiple DVs in the multilevel modeling approach (i.e., possible dependency of error, heterogeneous treatment effects, and heterogeneous error structures) have not been fully investigated. In this study, we first addressed various issues
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Mind the gap: how a large-scale course re-design in economics reduced performance gaps J. Exp. Educ. (IF 2.107) Pub Date : 2020-09-12 Dana Miller-Cotto, Christian Schunn
Abstract Large lecture classes in higher education continue to be a context in which large performance differences between underrepresented minorities and their White and Asian peers are observed. In the current study, we sought to develop a package of interventions that may reduce this gap in a multi-section Micro Economics course. The focus of this intervention was to re-design instruction in students’
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Comparing three approaches for handling a fourth level of nesting structure in cluster-randomized trials J. Exp. Educ. (IF 2.107) Pub Date : 2020-09-08 Ryan Glaman, Qi Chen, Robin K. Henson
Abstract This study compared three approaches for handling a fourth level of nesting when analyzing cluster-randomized trial (CRT) data. Although CRT data analyses may include repeated measures, individual, and cluster levels, there may be an additional fourth level that is typically ignored. This study examined the impact of ignoring this fourth level, accounting for it using a model-based approach
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Gender differences and roles of two science self-efficacy beliefs in predicting post-college outcomes J. Exp. Educ. (IF 2.107) Pub Date : 2020-09-01 Kristy A. Robinson, Tony Perez, Arianna White-Levatich, Lisa Linnenbrink-Garcia
Abstract The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of
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Evaluating an explicit instruction teacher observation protocol through a validity argument approach J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-28 Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Abstract In this study, we examined the scoring and generalizability assumptions of an explicit instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained to observe and evaluate instruction using the
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Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-28 David B. Miele, Alexander S. Browman, Chen Shen, Marina Vasilyeva, Yulia A. Tyumeneva
Abstract Three studies examine a novel pathway by which the perseverance component of the personality trait grit might predict college students’ behavioral persistence when solving challenging math problems. Specifically, we focus on the intervening role of what we refer to as math-specific self-perceptions of perseverance, which captures students’ perceived tendency and ability to persevere on challenging
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Thin-Slice Judgments of Children’s Social Status and Behavior J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-25 Tessa A. M. Lansu, Yvonne H. M. van den Berg
Abstract The moment a child walks into a new classroom, teachers and classmates form an impression based on minimal information. Yet, little is known about the accuracy of such impressions when it concerns children’s social functioning at school. The current study examined the accuracy of children’s, teachers’ and adults’ impressions of 18 unacquainted children based on thin slices of behavior. The
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“MusiMath” - a music-based intervention program for learning patterns and symmetry J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-24 Libby Azaryahu, Esther Adi-Japha
Abstract Researchers have recently queried whether musical activities that express mathematical concepts enhance young students’ math skills. The use of abstract notations for math learning is also debated. The current study examined the effect of a music intervention program on pattern and symmetry knowledge. Simple graphical notation-writing was used for clarifying the abstractness of the music form
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On the detection of speededness in data despite selective responding using factor analysis J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-24 Karl Schweizer, Tengfei Wang, Xuezhu Ren
Abstract The essay reports two studies on confirmatory factor analysis of speeded data with an effect of selective responding. This response strategy leads test takers to choose their own working order instead of completing the items along with the given order. Methods for detecting speededness despite such a deviation from the given order are proposed and investigated. The first study demonstrated
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Praise affects the “Praiser”: Effects of ability-focused vs. effort-focused praise on motivation J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-20 Kyosuke Kakinuma, Mai Nakai, Yuki Hada, Mari Kizawa, Ayumi Tanaka
Abstract Considerable research has shown that receiving effort-focused praise affects motivation positively, while ability-focused praise affects motivation negatively. However, these studies have investigated only the effects on the one receiving praise (the praisee). Therefore, we examined the effects of praise on the one offering praise (the praiser), focusing on the student-to-student context.
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Utility of a self-regulated learning microanalysis for assessing learning during professional development J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-04 Erin E. Peters-Burton, Jordan Goffena, Stephanie M. Stehle
Abstract A key process in the discipline of science is argumentation, which has recently been receiving more attention in K-12 classrooms. The purpose of this multiple case study was to concurrently examine self-regulated learning processes (SRL) and learning outcomes of three teachers in a professional development (PD) on argumentation in science to assess the relationship between types of learning
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Pilot testing an identity-based relevance-writing intervention to support developmental community college students’ persistence J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-04 Tony Perez, Kristen H. Gregory, Peter B. Baker
Abstract We pilot tested an identity-based relevance-writing intervention designed to support developmental community college students’ (N = 54) educational commitment, value, and persistence. The intervention was embedded within regular journal assignments in two study skills courses with a third section serving as a comparison group. The intervention prompted students to explore how course topics
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Promoting equitable achievement in STEM: lab report writing and online peer review J. Exp. Educ. (IF 2.107) Pub Date : 2020-08-04 K. C. Culver, Nicholas A. Bowman, Ethan Youngerman, Nayoung Jang, Craig L. Just
Abstract Although effective technical communication is an important outcome of undergraduate education in STEM fields, limited process-based writing instruction occurs in these disciplines. This study employed an experimental design to examine the use of Calibrated Peer Review (CPR), an online peer review platform, to improve lab report writing in an environmental engineering course. Students who completed
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Brief Research Report: A Comparison of Robust Tests for Homogeneity of Variance in Factorial ANOVA J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-27 Zhiyao Yi, Yi-Hsin Chen, Yue Yin, Ke Cheng, Yan Wang, Diep Nguyen, Thanh Pham, EunSook Kim
Abstract A simulation study was conducted to examine the efficacy of nine frequently-used HOV tests, including Levene’s tests with squared residuals and with absolute residuals, Brown and Forsythe (BF) test, Bootstrap BF test, O’Brien test, Z-variance test, Box-Scheffé (BS) test, Bartlett test, and Pseudo jackknife test under comprehensive simulation conditions. The results indicate that O’Brien, Levene’s
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Grade expectations: the motivational consequences of performance feedback on a summative assessment J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-25 Alison C. Koenka
Abstract The current study investigated the impact of performance feedback on female students’ motivation following a summative classroom assessment in STEM. Seventh through ninth grade students (N = 161) were randomly assigned by their math or science class to one of the following conditions: grades, written comments, grades and comments, and no feedback. Results revealed complex interactions between
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How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement? J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-13 Muhsin Menekse, Saira Anwar, Zeynep Gonca Akdemir
Abstract This study explored the relative effectiveness of generic versus specific reflection prompts on engineering students’ academic performance and engagement with four scales (i.e., behavioral, emotional, social, cognitive). The sample consisted of 208 engineering students in two sections of a required first-year engineering course. By using a quasi-experimental research design in classroom settings
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Spaces of rebellion: the use of multi-user virtual environments in the development of learner epistemic identity J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-12 Michael Glassman, Irina Kuznetcova, Tzu-Jung Lin, Shantanu Tilak, Qiannan Wang, Amanda Walling
Abstract This paper discusses the role of Multi-User Virtual Environments (MUVEs) in the development of epistemic learner identity. MUVEs might help educators create the types of tasks and intellectual open spaces helping students with learner identity development in the information age. MUVEs can create new possibilities for dissemination and sharing of critical information (e.g. nonhierarchical,
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Notes on a Nonparametric Estimate of Effect Size J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-12 Bernard P. Ricca, Bruce E. Blaine
Abstract Researchers are encouraged to report effect size statistics to quantify treatment effects or effects due to group differences. However, estimates of effect sizes, most commonly Cohen’s d, make assumptions about the distribution of data that are not always true. An alternative nonparametric estimate of effect size, relying on the median absolute deviation, is proposed. Comparison of this estimate
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Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-08 A. Katrin Arens, Anne C. Frenzel, Thomas Goetz
Abstract This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades, and achievement test scores in math during
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The effects of downstream clustering in longitudinal studies J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-07 Wendy Chan, Larry V. Hedges, E. C. Hedberg
Abstract Many experimental designs in educational and behavioral research involve at least one level of clustering. Clustering affects the precision of estimators and its impact on statistics in cross-sectional studies is well known. Clustering also occurs in longitudinal designs where students that are initially grouped may be regrouped in the following year and regrouped again in subsequent years
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Predictors of Adults’ Metacognitive Monitoring Ability: The Roles of Task and Item Characteristics J. Exp. Educ. (IF 2.107) Pub Date : 2020-07-03 D. Jake Follmer, Roy Clariana
Abstract Learners’ monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults’ monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242) read an expository text, provided text ratings
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Mathematics and Executive Function Competencies in the Context of Interventions: A Quantile Regression Analysis J. Exp. Educ. (IF 2.107) Pub Date : 2020-06-19 Yixiao Dong, Douglas H. Clements, Julie Sarama, Denis Dumas, Holland W. Banse, Crystal Day-Hess
Abstract Research on young children’s development of executive function (EF) and early mathematics has established relationships between the two, but studies have not investigated whether these relations differ for children with different outcomes in mathematics and EF, especially in the context of interventions. To examine the homogeneity of those relations and the intervention effects, we conducted
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TL;DR: Longer Sections of Text Increase Rates of Unintentional Mind-Wandering J. Exp. Educ. (IF 2.107) Pub Date : 2020-06-09 Noah D. Forrin, Caitlin Mills, Sidney K. D’Mello, Evan F. Risko, Daniel Smilek, Paul Seli
Abstract The prevalence of the acronym tl;dr (“too long; didn’t read”) suggests that people intentionally disengage their attention from long sections of text. We studied this real-world phenomenon in an educational context by measuring rates of intentional and unintentional mind-wandering while undergraduate student participants (n = 80) read academic passages that were presented in either short sections
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Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention? J. Exp. Educ. (IF 2.107) Pub Date : 2020-06-08 Germaine Uwimpuhwe, Akansha Singh, Steve Higgins, Mickael Coux, ZhiMin Xiao, Ziv Shkedy, Adetayo Kasim
Abstract Educational stakeholders are keen to know the magnitude and importance of different interventions. However, the way evidence is communicated to support understanding of the effectiveness of an intervention is controversial. Typically studies in education have used the standardised mean difference as a measure of the impact of interventions. This measure, commonly known as the effect size,
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Improving motivation for physical activity and physical education through a school-based intervention J. Exp. Educ. (IF 2.107) Pub Date : 2020-05-15 Javier Sevil-Serrano, Alberto Aibar, Ángel Abós, Eduardo Generelo, Luis García-González
Abstract The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower
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Investigating the Generalizability of Schema-Based Instruction Focused on Proportional Reasoning: A Multi-State Study J. Exp. Educ. (IF 2.107) Pub Date : 2020-05-07 Asha K. Jitendra, Michael R. Harwell, Stacy R. Karl, Soo-hyun Im, Susan C. Slater
Abstract This study used integrative data analysis (Curran & Hussong, 2009 Curran, P. J., & Hussong, A. M. (2009). Integrative data analysis: The simultaneous analysis of multiple data sets. Psychological Methods, 14(2), 81–100. doi:10.1037/a0015914[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), which allows combining data from different studies, to examine the generalizability of a research-based
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The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context J. Exp. Educ. (IF 2.107) Pub Date : 2020-04-28 Ondra Pesout, John Nietfeld
Abstract Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on metacognitive monitoring training assessed by calibration accuracy measures and performance on comprehension items. Sixth-grade students (N = 84) assigned to competitive, cooperative, and individual
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Don’t Take It Personally? The Role of Personal Relevance in Conceptual Change J. Exp. Educ. (IF 2.107) Pub Date : 2020-04-28 M. G. Gill, G. Trevors, J. A. Greene, J. Algina
Abstract The overall purpose of this study was to investigate the role of personal relevance in conceptual change. First, we used an experimental design to investigate the role of augmented activation—which directly implicated teachers’ personal prior beliefs about mathematics learning and instruction—and refutational text manipulations on short and long-term conceptual change in preservice and inservice
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Complex Systems Approaches to Educational Research: Introduction to the Special Issue J. Exp. Educ. (IF 2.107) Pub Date : 2020-04-20 Gwen C. Marchand, Jonathan C. Hilpert
Abstract To explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special
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Estimating standard errors of IRT true score equating coefficients using imputed item parameters J. Exp. Educ. (IF 2.107) Pub Date : 2020-04-15 Zhonghua Zhang
Abstract Reporting standard errors of equating has been advocated as a standard practice when conducting test equating. The two most widely applied procedures for standard errors of equating including the bootstrap method and the delta method are either computationally intensive or confined to the derivations of complicated formulas. In the current study, a hypothetical example was used to illustrate
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