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The antiracist educator’s journey and the psychology of critical consciousness development: a new roadmap Educ. Psychol. (IF 8.209) Pub Date : 2023-08-16 Jose H. Vargas, Carrie L. Saetermoe
Abstract The cultural zeitgeist has reinvigorated needed conversations about systemic racism and its longstanding impact on education. Educators confronting educational racism encounter social and psychological challenges that stifle their antiracist efforts. Challenging social psychological encounters, which reflect unavoidable but requisite facets of critical consciousness development, are experienced
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Toward a cohesive psychological science of effective feedback Educ. Psychol. (IF 8.209) Pub Date : 2023-07-05 Naomi E. Winstone, Robert A. Nash
Abstract Empirical research on effective assessment feedback often falls short in demonstrating not just what works, but how and why. In this introduction to the special issue, ‘Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback,’ we first synthesize the recommendations from review papers on the topic of feedback published since 2010. In multiple respects this synthesis
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Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory Educ. Psychol. (IF 8.209) Pub Date : 2023-07-07 Ernesto Panadero
Abstract As the articles in this special issue on “Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback” have shown, feedback is a key factor in education. Although there exists a substantial body of research on the topic, it is imperative to continue advancing the field. My aim is to outline five steps to solidify the potential paradigm shift that the feedback field may
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In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories Educ. Psychol. (IF 8.209) Pub Date : 2023-05-17 Gavin T. L. Brown, Anran Zhao
Abstract How learners understand, respond to, and value educational feedback has been researched with self-report inventories, in which respondents provide insights into how they understand and claim to use feedback. The validity of learner self-reports depends on the credibility of the measures for both reliability and validity. A systematic search of Scopus for studies post-1999 found 42 studies
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Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates Educ. Psychol. (IF 8.209) Pub Date : 2023-04-07 Kristy A. Robinson
Abstract The study of classroom processes that shape students’ motivational beliefs, although fruitful, has suffered from a lack of conceptual clarity in terminology, definitions, distinctions, and roles of these important processes. Synthesizing extant research and major theoretical perspectives on achievement motivation, I propose Motivational Climate Theory as a guide for future research efforts
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The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased Educ. Psychol. (IF 8.209) Pub Date : 2023-02-22 Kent D. Harber
Abstract This article concerns the positive feedback bias, which occurs when White instructors supply selectively more praise and less criticism to ethnic minority learners relative to White learners. The positive bias is reliable and enduring and affects feedback to various ethnic groups in North America and in Europe. The model of threat-infused intergroup feedback (MOTIIF) is introduced to explain
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Self-regulatory processes within and between diverse goals: The multiple goals regulation framework Educ. Psychol. (IF 8.209) Pub Date : 2023-01-26 Yeo-eun Kim, Shirley L. Yu, Christopher A. Wolters, Eric M. Anderman
Abstract As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the context of multiple goals. Hence, we developed
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Racisms of commission and omission in educational psychology: A historical analysis and systematic review Educ. Psychol. (IF 8.209) Pub Date : 2023-01-12 Kamden K. Strunk, Carey E. Andrzejewski
Abstract Educational psychology as a field and area of inquiry has gone underexamined in terms of its role in and contributions to racism and antiblackness. We position educational psychology as a racialized organization relative to the institution of education, a widely recognized site of institutionalized racism. We, therefore, explore the role the history, content, norms, and practices of educational
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“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research Educ. Psychol. (IF 8.209) Pub Date : 2023-01-03 Carlton J. Fong, Diane L. Schallert
Abstract When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends
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What is the role of race in educational psychology? A review of research in Educational Psychologist Educ. Psychol. (IF 8.209) Pub Date : 2022-12-08 Revathy Kumar, Jessica DeCuir-Gunby
Abstract Acknowledging that educational psychologists should be deliberate in integrating race-related issues in their research, we aim to examine the extent to which articles published in Educational Psychologist issues to date have done so. Based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3
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An integrated model of learning from errors Educ. Psychol. (IF 8.209) Pub Date : 2022-12-07 Qian Zhang, Logan Fiorella
Abstract Errors are inevitable in most learning contexts, but under the right conditions, they can be beneficial for learning. Prior research indicates that generating and learning from errors can promote retention of knowledge, higher-level learning, and self-regulation. The present review proposes an integrated theoretical model to explain two major phases of learning from self-generated errors:
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A systematic review of orthographic learning via self-teaching Educ. Psychol. (IF 8.209) Pub Date : 2022-11-30 Yixun Li, Min Wang
Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis
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Parental role construction leading to parental involvement in culturally distinct communities Educ. Psychol. (IF 8.209) Pub Date : 2022-11-15 Meca Williams-Johnson, Alyssa R. Gonzalez-DeHass
Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model
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Parental involvement in education: Toward a more inclusive understanding of parents’ role construction Educ. Psychol. (IF 8.209) Pub Date : 2022-11-15 Nancy E. Hill
Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are
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Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions Educ. Psychol. (IF 8.209) Pub Date : 2022-11-07 Meca Williams-Johnson, Cheryl Fields-Smith
Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator
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Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood Educ. Psychol. (IF 8.209) Pub Date : 2022-11-07 Aryn M. Dotterer
Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary
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Parental involvement in supporting students’ digital learning Educ. Psychol. (IF 8.209) Pub Date : 2022-11-04 Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann T. Musgrove
Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital
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A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving Educ. Psychol. (IF 8.209) Pub Date : 2022-09-07 Emily R. Fyfe, Giulia A. Borriello, Megan Merrick
Abstract Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (∼ages 3–11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children’s performance
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Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement Educ. Psychol. (IF 8.209) Pub Date : 2022-08-23 Yoko Yamamoto, Jin Li, Janine Bempechat
Abstract Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children’s education. Building on and modifying Hoover-Dempsey’s parental involvement model, this article proposes a new sociocultural model to explain Chinese immigrant parents’ motivations for school-based and home-based
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A home-to-school approach for promoting culturally inclusive family–school partnership research and practice Educ. Psychol. (IF 8.209) Pub Date : 2022-08-23 Christine M. McWayne, Gigliana Melzi, Jayanthi Mistry
Abstract In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider’s understanding of how families themselves construct their roles in supporting children’s education. By doing so, the field can reimagine family–school partnerships that are inclusive of normative family
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Situative approaches to online engagement, assessment, and equity Educ. Psychol. (IF 8.209) Pub Date : 2022-08-01 Daniel T. Hickey
Abstract The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of “diverse lenses.” Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of situated cognition and design-based methods led to questions
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Making insights from educational psychology and educational technology research more useful for practice Educ. Psychol. (IF 8.209) Pub Date : 2022-08-01 Barbara Means
Abstract Articles in this special issue on “Diverse Lenses on Improving Online Learning Theory, Research, and Practice” begin to address the gap between (1) research on psychological constructs that are too abstract to guide many instructional decisions and (2) empirically derived guidance that is quite concrete but limited in explanatory value and generalizability. Needed now is a multi-level framework
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Foundations of online learning: Challenges and opportunities Educ. Psychol. (IF 8.209) Pub Date : 2022-07-13 Christine Greenhow, Charles R. Graham, Matthew J. Koehler
Abstract Online learning—learning that involves interactions that are mediated through using digital, typically internet-based, technology—is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational
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Building bridges to advance the Community of Inquiry framework for online learning Educ. Psychol. (IF 8.209) Pub Date : 2022-07-13 Peter Shea, Jennifer Richardson, Karen Swan
Abstract The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to
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Online learner engagement: Conceptual definitions, research themes, and supportive practices Educ. Psychol. (IF 8.209) Pub Date : 2022-07-13 Florence Martin, Jered Borup
Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational
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Design-based research: What it is and why it matters to studying online learning Educ. Psychol. (IF 8.209) Pub Date : 2022-07-01 Christopher Hoadley, Fabio C. Campos
Abstract The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge
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Equity in online learning Educ. Psychol. (IF 8.209) Pub Date : 2022-06-10 Tamara Tate, Mark Warschauer
Abstract Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework
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Pillars of online pedagogy: A framework for teaching in online learning environments Educ. Psychol. (IF 8.209) Pub Date : 2022-06-10 Leanna Archambault, Heather Leary, Kerry Rice
Abstract The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers
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Can educational psychology be harnessed to make changes for the greater good? Educ. Psychol. (IF 8.209) Pub Date : 2022-04-08 Francesca López
Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology
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The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement Educ. Psychol. (IF 8.209) Pub Date : 2022-04-05 Ellen A. Skinner, Nicolette P. Rickert, Justin W. Vollet, Thomas A. Kindermann
Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape
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Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research Educ. Psychol. (IF 8.209) Pub Date : 2021-11-29 Emily Q. Rosenzweig, Allan Wigfield, Jacquelynne S. Eccles
Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time
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The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes Educ. Psychol. (IF 8.209) Pub Date : 2021-11-29 Fani Lauermann, Ruth Butler
Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these
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Teacher emotions in the classroom and their implications for students Educ. Psychol. (IF 8.209) Pub Date : 2021-11-08 Anne C. Frenzel, Lia Daniels, Irena Burić
Abstract The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’
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Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes Educ. Psychol. (IF 8.209) Pub Date : 2021-11-08 Fani Lauermann, Inga ten Hagen
Abstract Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research
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Teacher motivation and student outcomes: Searching for the signal Educ. Psychol. (IF 8.209) Pub Date : 2021-11-11 Lisa Bardach, Robert M. Klassen
Abstract Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated
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A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes Educ. Psychol. (IF 8.209) Pub Date : 2021-11-16 Bracha Kramarski, Orna Heaysman
Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’
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Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable Educ. Psychol. (IF 8.209) Pub Date : 2021-11-29 Reinhard Pekrun
Abstract It is plausible to assume that teachers need motivation, emotions, and self-regulation to teach and promote students’ learning. However, as documented in this special issue, extant research is inconsistent and has documented weak effects of these teacher variables at best. I discuss possible reasons for this paradoxical failure to more fully document the importance of motivation, emotion,
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Teachers’ social-emotional characteristics and student outcomes: A commentary Educ. Psychol. (IF 8.209) Pub Date : 2021-11-29 Michele Gregoire Gill
Abstract The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What
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Metacognition matters in many ways Educ. Psychol. (IF 8.209) Pub Date : 2021-11-24 Deanna Kuhn
Abstract The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles
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Motivational and emotional impacts on public (mis)understanding of science Educ. Psychol. (IF 8.209) Pub Date : 2021-09-15 Gale M. Sinatra
Abstract The psychology of science resistance, doubt, and denial has never had clearer consequences than during the COVID-19 pandemic. This manuscript explores how misconceptions about climate change, vaccines, and COVID-19 cannot be understood apart from the conscious and unconscious motivations and emotions which contribute to public (mis)understanding of science. Drawing on research presented during
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A walk through the landscape of writing: Insights from a program of writing research Educ. Psychol. (IF 8.209) Pub Date : 2021-07-27 Steve Graham
Abstract This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a) the role of writing knowledge, strategies,
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Domain-specific prior knowledge and learning: A meta-analysis Educ. Psychol. (IF 8.209) Pub Date : 2021-07-23 Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, Lennart Schalk, Michael Schneider
Abstract It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge
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From old school to open science: The implications of new research norms for educational psychology and beyond Educ. Psychol. (IF 8.209) Pub Date : 2021-04-08 Hunter Gehlbach, Carly D. Robinson
Abstract Recently, scholars have noted how several “old-school” practices—a host of long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open-science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms
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Replication is important for educational psychology: Recent developments and key issues Educ. Psychol. (IF 8.209) Pub Date : 2021-03-31 Jonathan A. Plucker, Matthew C. Makel
Abstract Replication is a key activity in scientific endeavors. Yet explicit replications are rare in many fields, including education and psychology. In this article, we discuss the relevance and value of replication in educational psychology and analyze challenges regarding the role replications can and should play in research. These challenges include philosophical, methodological, professional
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Preregistration and registered reports Educ. Psychol. (IF 8.209) Pub Date : 2021-04-02 Justin Reich
Abstract Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped
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Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research Educ. Psychol. (IF 8.209) Pub Date : 2021-03-31 Jesse I. Fleming, Sarah Emily Wilson, Sara A. Hart, William J. Therrien, Bryan G. Cook
Abstract Openness is a foundational principle in science. Making the tools and products of scientific research openly accessible advances core aims and values of education researchers, such as the credibility, equity, impact, and efficiency of research. The digital revolution has expanded opportunities for providing greater access to research. In this article, we examine three open-science practices—open
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Improving norms in research culture to incentivize transparency and rigor Educ. Psychol. (IF 8.209) Pub Date : 2021-04-08 David Mellor
Abstract Improving research culture to value transparency and rigor is necessary to engage in a productive “Credibility Revolution.” The field of educational psychology is well positioned to act toward this goal. It will take specific actions by both grassroots groups plus leadership to set standards that will ensure that getting published, funded, or hired is determined by universally supported ideals
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Strengthening the foundation of educational psychology by integrating construct validation into open science reform Educ. Psychol. (IF 8.209) Pub Date : 2021-04-05 Jessica Kay Flake
Abstract An increased focus on transparency and replication in science has stimulated reform in research practices and dissemination. As a result, the research culture is changing: the use of preregistration is on the rise, access to data and materials is increasing, and large-scale replication studies are more common. In this article, I discuss two problems the methodological reform movement is now
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Implications of the open science era for educational psychology research syntheses Educ. Psychol. (IF 8.209) Pub Date : 2021-03-31 Erika A. Patall
Abstract Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science
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Open science reforms: Strengths, challenges, and future directions Educ. Psychol. (IF 8.209) Pub Date : 2021-04-21 Kathryn R. Wentzel
Abstract In this article, I comment on the potential benefits and limitations of open science reforms for improving the transparency and accountability of research, and enhancing the credibility of research findings within communities of policy and practice. Specifically, I discuss the role of replication and reproducibility of research in promoting better quality studies, the identification of generalizable
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Acknowledgments Educ. Psychol. (IF 8.209) Pub Date : 2021-04-21
(2021). Acknowledgments. Educational Psychologist: Vol. 56, Educational Psychology in the Open Science Era, pp. iii-iii.
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Research self-efficacy: A meta-analysis Educ. Psychol. (IF 8.209) Pub Date : 2021-03-03 Raluca Livinƫi, George Gunnesch-Luca, Dragoș Iliescu
Abstract Research self-efficacy represents the adaptation of the social cognitive concept of self-efficacy to the field of academic and scientific research and is one of the best predictors of successfully engaging in research activities. The current meta-analysis focuses on the relationship between research self-efficacy and 14 other relevant variables suggested by Social Cognitive Career Theory and
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The Multidimensional Knowledge in Text Comprehension framework Educ. Psychol. (IF 8.209) Pub Date : 2021-02-05 Kathryn S. McCarthy, Danielle S. McNamara
Abstract Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount
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The Multidimensional Knowledge in Text Comprehension framework Educ. Psychol. (IF 8.209) Pub Date : 2021-02-05 Kathryn S. McCarthy, Danielle S. McNamara
Abstract Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount
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What educational psychology means to me: The journey of a reading researcher Educ. Psychol. (IF 8.209) Pub Date : 2020-12-04 Joanna P. Williams
Abstract This article was adapted from the E. L. Thorndike Address that I delivered at the August, 2019 meeting of the American Psychological Association in Chicago. I trace my career as an educational psychologist in the context of the enormous changes, both theoretical and societal, that occurred during my years as an active researcher. Reading, the focus of my research (both beginning reading and
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Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice Educ. Psychol. (IF 8.209) Pub Date : 2021-02-01 Johnmarshall Reeve, Sung Hyeon Cheon
Abstract Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented
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A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions Educ. Psychol. (IF 8.209) Pub Date : 2021-01-24 Allison Zengilowski, Brendan A. Schuetze, Brady L. Nash, Diane L. Schallert
Abstract Refutation texts, rhetorical tools designed to reduce misconceptions, have garnered attention across four decades and many studies. Yet, the ability of a refutation text to change a learner’s mind on a topic needs to be qualified and modulated. In this critical review, we bring attention to sources of constraints often overlooked by refutation text researchers. Methodological issues we identified
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Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice Educ. Psychol. (IF 8.209) Pub Date : 2021-01-02 Johnmarshall Reeve,Sung Hyeon Cheon
Abstract Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented
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Critical integrative argumentation: Toward complexity in students’ thinking Educ. Psychol. (IF 8.209) Pub Date : 2020-11-19 E. Michael Nussbaum
Abstract Collaborative argumentation in education, where students work together to construct and critique arguments, is an important social practice in many disciplines and can also develop conceptual understanding. This article addresses the evolution of my research agenda on collaborative argumentation from just scaffolding the generation of counterarguments and rebuttals in students’ discourse toward
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Individual preparation for collaborative learning: Systematic review and synthesis Educ. Psychol. (IF 8.209) Pub Date : 2020-10-22 Stephan Mende, Antje Proske, Susanne Narciss
Abstract Collaboration provides learners with opportunities to develop an understanding beyond what they could achieve alone. To this end, learners need to build on each other’s knowledge to draw new conclusions. This requires successful retrieval, inferencing, and mutual referencing during collaboration. Although individual preparation is considered as effective means to foster these processes it