We investigated the dimensionality and relations between L1 and L2 writing skills in narrative and informational genres, and higher order cognitive skills-inference, perspective taking, and comprehension monitoring-for Spanish-English dual language learners in primary grades. Dimensions of written composition and higher order cognitive skills were examined, comparing nine alternative models. Data from

Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (M age = 6.55 years, SD age =

In a randomized-controlled trial we tested a computer-assisted intervention for the prevention of reading difficulties, delivered by nonprofessional tutors, running from kindergarten to halfway Grade 2. The full sample included 123 prereaders (M = 5; 6 years; 56 intervention; 67 controls) with low preliteracy skills. Parents were sent a questionnaire to assess family risk (FR) for reading difficulties

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

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

How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average

Readers confronted with unfamiliar and controversial scientific debates tend to rely on simple heuristics such as the perceived plausibility to focus their cognitive resources on specific information during comprehension. In the present experiment, we tested the assumption that plausibility judgments as an integral part of comprehension are used as a simple heuristic to distribute cognitive resources

Although peer victimization in school mainly takes place between children in the same classroom or grade and bullying is generally seen as a group process, little is known about how stability and change in classroom composition affect peer victimization. Hence, this study addressed the following questions: (a) Are newcomers in the classroom more likely to become victims? (b) Does a stable classroom

Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated

It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts

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

In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive

Achievement motivation theories propose that student motivation is composed of multiple factors. Models of self-regulated learning adopt this assumption and further articulate that multiple metacognitive processes—planning, monitoring learning, and self-evaluation—are essential to guide progress toward a learning goal. Learners’ motivations are theorized to influence these metacognitive processes,

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, Buhner, & 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.

This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For