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The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-27 Debora Similieana Valcan, Anabela Malpique, Deborah Pino-Pasternak, Mustafa Asil, Timothy Teo
Writing is a multifaceted skill, recruiting varied cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills on the relation between EF and text composition remains underexplored. Even less is understood
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Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-24 Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, Helge I. Strømsø
Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned)
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Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-24 Liron Primor, Sarit Barzilai
The importance of intertextual integration in current information societies has led to extensive research on how to foster students' integration competence. Although teachers have a central role in promoting integration skills, research into their perceptions of intertextual integration tasks is still scarce. Hence, the purpose of this study was to explore language arts teachers' views on the epistemic
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Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-23 Courtney Hattan, Emily Grossnickle Peterson, Kyle Miller
The belief that students learn best when instruction matches students’ preferred modality-specific learning style (i.e., visual, auditory, or kinesthetic) is not supported by empirical research. Yet, the learning styles neuromyth remains pervasive, including within teacher education programs. The purpose of the current study was to explore the extent to which various text-related scaffolds (i.e., purpose
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Teachers as creative agents: How self-beliefs and self-regulation drive teachers’ creative activity Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-15 Aleksandra Zielińska, Izabela Lebuda, Aneta Gop, Maciej Karwowski
Across two studies, we explore how teachers’ creative self-beliefs and self-regulation drive their creativity when faced with complex projects. In Study 1, 173 teachers reported on the most creative project they carried out last year and provided data on their creative self-beliefs (confidence and centrality of creativity) and self-regulation when pursuing projects. Creative self-beliefs were positively
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Coherence building while reading multiple complementary documents Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-02-09 Matthew T. McCrudden, Linh Huynh, Bailing Lyu, Jonna M. Kulikowich, Danielle S. McNamara
Readers build a mental representation of text during reading. The coherence building processes readers use to build a mental representation during reading is key to comprehension. We examined the effects of self-explanation on coherence building processes as undergraduates ( = 51) read five complementary texts about natural selection and completed a post-reading measure of topic knowledge. Participants
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The joint operations of teacher-student and peer relationships on classroom engagement among low-achieving elementary students: A longitudinal multilevel study Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-01-26 Tianyu Li, Zhe Wang, Gabriel J. Merrin, Sirui Wan, Kaiwen Bi, Michaela Quintero, Seowon Song
Although both teacher-student relationship (TSR) and peer relationship (PR) have been found important for the development of students’ classroom engagement, little research has been done regarding the joint operations of these two factors. Guided by a developmental systems framework, this study examined longitudinal between-person and within-person associations between TSR/ PR and classroom engagement
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Motivational profiles in mathematics – stability and links with educational and emotional outcomes Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2024-01-05 Anna Widlund, Heta Tuominen, Johan Korhonen
Grounding on the situated expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (self-concept, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ emotional distress (study-related exhaustion
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Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-12-02 Kristy A. Robinson, Qiyuan Zheng, Sanheeta Shankar, So Yeon Lee, Ella Christiaans
Observational measures of teaching are scarce in the motivation literature, but are needed for furthering theoretical knowledge and recommendations for how teachers can support motivation. To inform the development of effective observational tools, particularly for STEM settings, and based on a synthesis of current practices for observing motivational teaching, video lecture recordings from three undergraduate
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Teacher expectation effects on the development of elementary school students’ mathematics-related competence beliefs and intrinsic task values Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-12-07 Francesca Siems-Muntoni, Simone Dunekacke, Aiso Heinze, Jan Retelsdorf
While teacher expectations are known to influence students’ academic achievement, they may also exert significant influences on student motivation, which is a precursor to a student’s achievement as well. A number of previous studies have demonstrated that motivation affects a student’s achievement. There is, however, a dearth of longitudinal research examining the relation between teacher expectations
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Achievement at what cost? An intersectional approach to assessing race and gender differences in adolescent math motivation and achievement Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-12-02 Sarah E. McKellar, Channing J. Mathews, Allison M. Greene, Ming-Te Wang
Given math-related fields are still highly racialized and gendered (NCSES, 2021), this study assessed: 1) whether there were racial differences in adolescents’ perceived math cost alongside expectancies and values and 2) the extent to which perceived math cost alongside expectancies and values explained yearly changes in achievement differences by race and gender. This study assessed 2,338 Black (39
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Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-15 Mary DePascale, Yi Feng, Grace C. Lin, Raychel Barkin, Kimia Akhavein, Nadia Tavassolie, Eunice Ghil, Fatou Gaye, Martin Buschkuehl, Geetha B. Ramani, Susanne M. Jaeggi
The acquisition of domain-specific number knowledge and domain-general cognitive processes, including working memory, have shown to contribute to math learning and achievement. Correlational work has emphasized a reciprocal relationship between these processes; however, little is known about their relative and causal contributions to math learning. Here, we test the individual and additive benefits
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The role of feedback on students’ diagramming: Effects on monitoring accuracy and text comprehension Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-14 Sophia Braumann, Janneke van de Pol, Ellen Kok, Héctor J. Pijeira-Díaz, Margot van Wermeskerken, Anique B.H. de Bruin, Tamara van Gog
Accurate self-monitoring of text comprehension is critical for effective self-regulated learning from texts. Unfortunately, it has been repeatedly shown that students’ monitoring of their text comprehension is often inaccurate, which can subsequently lead to inaccurate regulation and ineffective restudy decisions. Previous research provided evidence that completing causal diagrams at a delay after
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Text-belief consistency effect in L2 students’ integrated written representations based on multiple conflicting sources: Comparisons across summary vs. argumentation task instructions Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-14 Mohammad N. Karimi
Previous research indicates that readers’ prior beliefs bias comprehension of conflicting sources and the ensuing representations developed. Against this background, this study investigated how participants’ pre-existing beliefs affect their written representations based on conflicting texts about a well-established controversy. More specifically, adopting a 2 × 2 mixed GLM design and using a series
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Teachers' Structuring of Culturally Responsive Social Relations and Secondary Students’ Experience of Warm Demand Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-11 Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw
Students who experience teacher warm demand (i.e., caring and high expectations) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report more distant relationships with their White teachers. Leveraging data from 179 6th–9th grade Measures of Effective Teaching project classroom videos, we tested whether teachers’ facilitation of culturally
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A longitudinal examination of the relations between motivation, math achievement, and STEM career aspirations among Black students Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-11 Rebecca M. Adler, Bethany Rittle-Johnson, Marian Hickendorff, Kelley Durkin
The current study explored individual and gendered differences in Black students’ motivation for learning mathematics using three key Situated Expectancy-Value Theory (SEVT) constructs (expectancies of success, interest, and importance). It also evaluated whether math motivational profiles in 6th grade or 10th grade predicted math achievement and STEM career aspirations in 10th grade among Black students
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Summarizing versus rereading multiple documents Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-11-10 Danielle S. McNamara, Micah Watanabe, Linh Huynh, Kathryn S. McCarthy, Laura K. Allen, Joseph P. Magliano
Writing an integrated essay based on multiple-documents requires students to both comprehend the documents and integrate the documents into a coherent essay. In the current study, we examined the effects of summarization as a potential reading strategy to enhance participants’ multiple-document comprehension and integrated essay writing. Participants (n = 295) were randomly assigned to either summarize
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Interindividual differences in the development of reading self-concept and intrinsic and importance value throughout secondary school Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-29 Wendy Symes, Jan Retelsdorf, Rebecca Lazarides
In this study we examined interindividual differences in intraindividual development of reading self-concept, intrinsic value, and importance value between grade 5 and grade 9 from a situated expectancy-value theory perspective. Growth mixture modelling with data from 1507 (49% girls) secondary school students from Germany indicated four developmental trajectories. We labelled these trajectories: Increasing
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Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-21 Patrick N. Beymer, Emily Q. Rosenzweig
In the present study, we examined the rate of change among college students’ (N = 429) competence beliefs, interest value, importance value, and four facets of cost measured weekly across a semester of two introductory calculus courses. We also examined how baseline levels of expectancy-value motivational beliefs predicted initial levels and rates of change in weekly expectancy-value beliefs. Results
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A meta-analytic review of the relationships between autonomy support and positive learning outcomes Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-20 Sakhavat Mammadov, Kayla Schroeder
The current study provides a comprehensive meta-analysis of the relations between students’ perceived teacher and parent autonomy support and positive learning outcomes by synthesizing 378 effect sizes from 179 independent samples in 153 studies (N = 213,612). We identified six categories that broadly capture positive learning outcomes: autonomous motivation, student behavioral engagement, mastery
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The impact of cognitive and motivational resources on engagement with automated formative feedback Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-02 Veronika Barkela, Lukas Schmitt, Miriam Leuchter
The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by
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Examining students’ help-seeking when learning from multiple texts Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-04 Hye Yeon Lee, Alexandra List
This study examines how students’ self-regulation, as an individual difference factor, guides their use of informational help-seeking resources when learning from multiple text. We further examine the extent to which engagement in help-seeking is associated with comprehension ratings and multiple text task performance. In this study, students were able to access two types of help-seeking resources
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Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-10-02 Joseph C. Tise, Paul R. Hernandez, P. Wesley Schultz
Growing and diversifying science, technology, engineering, and mathematics (STEM) professional communities is critically important. According to the Process Model of Mentoring Interactions, two areas of research can be leveraged in pursuit of this goal: mentoring and self-regulated learning (SRL). This study examined the mediating role of learning strategies in explaining how implicit theories of intelligence
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Grade goal effects on the interplay between motivation and performance in undergraduate gateway mathematics courses Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-24 Alex Shum, Luke K. Fryer
Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement
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Associations between elementary teachers’ mental health and students’ engagement across content areas Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-29 Leigh McLean, Kristen L. Granger, Jason C. Chow
Teachers’ mental health has been recognized as relevant to teacher effectiveness, with past work identifying impacts of teachers’ mental health on teacher, classroom, and student outcomes. However, much still needs to be understood about the extent to which teachers’ mental health is associated with students’ learning experiences, including in which learning contexts and among which student groups
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How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-28 Juliana Martins, Pedro Rosário, Jennifer Cunha, José Carlos Núñez, Guillermo Vallejo, Tânia Moreira
School transitions are labeled as challenging events in students’ academic paths likely to affect students’ development and engagement in school negatively. Grounded on extant research advocating the need to act preventively, school-based mentoring programs emerge as responses suited to provide students with developmental and instructional support during school transitions. Using a multivariate mixed-effects
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The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-26 Anabela Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Mustafa Asil, Timothy Teo
In today’s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there’s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings.
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Primary school teachers’ judgments of their students’ monitoring and regulation skills Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-23 Sophie Oudman, Janneke van de Pol, Mariëtte van Loon, Tamara van Gog
To help students improve their self-monitoring and self-regulation skills, teachers should have an accurate idea of how well students can monitor and regulate their learning. We investigated how accurately primary school teachers can judge their students’ monitoring and regulation accuracy and whether and how student characteristics are related to (the accuracy of) teacher judgments of student monitoring
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Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-23 Vanessa W. Vongkulluksn, Christina Nishiyama, Monica Ceja Rodriguez, E. Michael Nussbaum
Developing critical processing of online information is one important mission of schooling in the 21st century. However, science teachers often lack an instructional tool they can integrate into existing curricula to support students’ information processing. This study aims to examine the efficacy of the Critical Reading of Informational Texts (CRIT) scaffold on students’ critical integrative argumentation
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Video games and attitude change: A meta-analysis Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-21 Lukáš Kolek, Ivan Ropovik, Vít Šisler, Herre van Oostendorp, Cyril Brom
Video games are increasingly portraying many topics that we face in our everyday lives. Yet we have only limited evidence about the way narrative games affect how we think about the topics they depict; in other words, about the link between these games and attitude change. Therefore, we conducted a meta-analysis of video games’ effect on attitudinal change. The findings suggest that narrative video
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Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-09-06 Frank Reinhold, Timo Leuders, Katharina Loibl
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The formation of subject-specific values as a two-step process: Self-concepts mediate the relation between achievement and values Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-26 Rebecca Schneider, Fabian Wolff
Within the framework of a generalized internal/external frame of reference model, influences of social and dimensional comparisons of academic achievement on the formation of subject-specific values (or related constructs) are empirically well documented for secondary school students. Furthermore, a wide range of theories also hypothesize an effect of subject-specific self-concepts on values. Accordingly
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Longitudinal and reciprocal links between writing motivation and writing quality in grades 4–5: A cross-lagged panel analysis Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-23 Isabel Rasteiro, Teresa Limpo
The relevance of writing motivation to the development of good writing skills throughout schooling is well-documented. However, the relationships between different motivational beliefs and the directionality of their links to writing performance have not been the focus of empirical research. Here, we conducted a longitudinal study examining the reciprocal associations between writing attitudes, writing
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Effects of honor code reminders on university students’ cheating in unproctored exams: A double-blind randomized controlled field study Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-15 Li Zhao, Junjie Peng, Xinchen Yang, Weihao Yan, Shiqi Ke, Liyuzhi D. Dong, Yaxin Li, Jiaqi Ma, Kang Lee
Unproctored exams have been increasingly adopted by universities globally to assess students’ learning and prevent cheating. Different forms of honor code reminders have been implemented with such exams, but no empirical research has directly compared their effectiveness in promoting academic honesty. To bridge this significant gap and inform educational practices for promoting optimal learning, we
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Tools or Toys? The Effect of Fidget Spinners and Bouncy Bands on the Academic Performance in Children With Varying ADHD-Symptomatology Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-15 Matson Driesen, Joske Rijmen, An-Katrien Hulsbosch, Marina Danckaerts, Jan R. Wiersema, Saskia Van der Oord
Fidget tools – such as fidget spinners and bouncy bands – are advertised by manufacturers to improve academic performance in children. Therefore, these tools are often used in the classroom setting, either as a universal tool for all children or specifically for children with elevated ADHD-symptomatology. However, there is a paucity of ecologically valid research on the effectiveness of these tools
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Developing amid COVID-19: Adolescent meaning making across the first year of the pandemic Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-10 Gabriel Velez, Max Herteen
The first year of the COVID-19 pandemic was a tumultuous time for adolescents across North America. Social and family lives were upended, schooling was often in flux, activities and milestones were canceled, and the political and medical uncertainties dominated societal discourses. A growing research base demonstrates how the pandemic impacted young people across 2020 and 2021, but there is less work
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Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-08-09 Hongxia Li, Mingliang Zhang, Shuyang Hou, Bijuan Huang, Chang Xu, Zifeng Li, Jiwei Si
There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study
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Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-24 Yi Zhang, Christian D. Schunn
Although peer review is a widely-used pedagogical technique, its value depends upon the quality of the reviews that students produce, and much research remains to be done to systematically study the nature, causes, and consequences of variation in peer review quality. We propose a new framework that conceptualizes five larger dimensions of peer review quality and then present a study that investigated
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Feelings on feedback: Children’s emotional responses during mathematics problem solving Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-18 Megan Merrick, Emily R. Fyfe
Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children ( age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial
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A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-14 Maria Theobald, Lisa Bäulke, Henrik Bellhäuser, Jasmin Breitwieser, Björn Mattes, Garvin Brod, Martin Daumiller, Markus Dresel, Patrick Liborius, Matthias Nückles
In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students ( = 841, = 23,448 observations). Pre-registered hypotheses were
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What is the effect of talking heads in educational videos with different types of narrated slides? Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-13 Christina Sondermann, Martin Merkt
Video-based learning plays an increasingly important role and thus the optimal design of video-based learning materials attracts the attention of scientists and practitioners alike. In this context, producers of educational videos often include a talking head in their videos, although theory (e.g., cognitive theory of multimedia learning) also suggests potential disadvantages for this format. Since
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Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-11 Gabe Avakian Orona, Jacqueline Sue Eccles, Steffen Zitzmann, Christian Fischer, Richard Arum
Theories of cognitive development among emerging adults posit that environmental and age-related influences are responsible for individual differences in complex reasoning abilities. Exposure to and engagement with a diverse set of ideas and perspectives is stipulated to provide a context for which individuals are positioned to coordinate, integrate, and form new abstractions. This notion is implicit
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Measuring teachers’ momentary affect: An exploratory experience sampling study Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-07-08 Kristabel Stark, Nathan Jones, Eric Camburn, Lindsey Kaler
As researchers and school leaders increasingly recognize the importance of teachers’ emotions for both teachers and students, it is imperative that researchers document teachers’ affective experiences using ecologically valid methodologies. In this study, we use the experience sampling method to explore the momentary emotions of 238 teachers in two suburban school districts in the Northeast region
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Using PowerPoints to assess students’ learning from multiple resources Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-06-24 Bailing Lyu, Emily Grossnickle Peterson, Alexandra List
PowerPoints are among the most commonly used, yet infrequently investigated, classroom assignments. This study examines the features of PowerPoints that students produce based on multiple resources and associates these features with the quality of students’ oral presentations and information use behaviors during PowerPoint production. The MD-TRACE Model (Rouet & Britt, 2011) and Mayer’s SOI framework
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The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-06-22 Qinxin Shi, Florina Erbeli, Marianne Rice, Jonathan E. Butner
This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence
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Matthew effects in reading and mathematics: Examining developmental patterns in population data Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-06-20 Sally A. Larsen, Callie W. Little
This study examined whether Matthew effects were evident in developmental patterns of reading and mathematics skills from middle childhood to adolescence. We obtained standardized reading and mathematics scores at Grades 3, 5, 7 and 9 for full cohorts of students in two Australian states, NSW ( 88,958, 48% female) and Victoria ( = 65,984 49% female). Latent growth curve models were used to identify
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Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-06-19 Jérémie Verner-Filion, Marie-Hélène Véronneau, Marie-Claire Vaillancourt, Cécile Mathys
Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation
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Effects of bicultural competence and racial identity on intrinsic motivation: The mediating role of belonging to Native American tribal colleges Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-06-17 Teresa LaFromboise, Oswaldo Rosales, Zainab Hosseini
Since the arrival of Europeans in the Americas, Native Americans (NA) have experienced historical trauma (Brave Heart & DeBruyn, 1998). However, sources of socio-cultural resilience continue to exist within this population (Kirmayer et al., 2011). Rather than pathologize NAs, we attempt to better understand the implications of their sources of socio-cultural resilience. We sought to examine how bicultural
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Can you hear it? Toward conceptual clarity of emotional cost and negative emotions Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-05-30 Patrick N. Beymer, Jennifer A. Schmidt
Research on cost beliefs has surged over the past several years. Though many dimensions of cost have been identified, researchers have often conflated these dimensions with one another. Moreover, some dimensions of cost may actually refer to already established constructs. In the current study, we explore the potential jangle fallacy between emotional cost and negative emotions, including anger, frustration
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Morningness and state academic self-concept in students: Do early birds experience themselves as more competent in daily school life? Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-05-30 Jennifer E. Hausen, Jens Möller, Samuel Greiff, Christoph Niepel
The purpose of the present study was to investigate the role of circadian preference for students’ state academic self-concept (ASC). We focused on students’ tendency to be morning-oriented (i.e., morningness) and examined the association between morningness as a trait and mean levels of state (momentary) general-school ASC in everyday school life using intensive longitudinal data collected among = 285
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Interactions of gender with predictors of academic achievement Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-05-04 Cathy Hauspie, Stijn Schelfhout, Nicolas Dirix, Lot Fonteyne, Arnaud Szmalec, Wouter Duyck
Predictive models of academic achievement are used in various (often high stakes) applications, including selection and study orientation procedures for higher education. Considering the far-reaching consequences of their outcomes, these models should show as little bias for irrelevant factors as possible. While numerous studies have researched the impact of gender on the isolated individual predictors
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The contributions of teachers’ educational interest and relational goals to instructional quality and student interest in mathematics classrooms Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-27 Marthe C. Frommelt, Ulrich Schiefele, Rebecca Lazarides
This longitudinal study examined the relative importance of two key facets of mathematics teachers’ motivation (educational interest, relational goals) for student-reported instructional quality (cognitive activation, social relatedness, relevance support, rule clarity) and student mathematics interest. The sample comprised 50 mathematics teachers and their students (n = 959) from 30 secondary schools
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Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-26 Derya Turhan, Anne Scheunemann, Theresa Schnettler, Lisa Bäulke, Daniel O. Thies, Markus Dresel, Stefan Fries, Detlev Leutner, Joachim Wirth, Carola Grunschel
Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout
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What is the unknown? The ability to identify the semantic role of the unknown from word problems longitudinally predicts mathematical problem solving performance Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-13 Terry Tin-Yau Wong, Eason Sai-Kit Yip
The current study aimed to investigate children’s difficulties in word problem solving through assessing their ability to mathematize, or to identify the semantic role of the unknown from word problems. Fifth graders (n = 213) were given an advanced word problem reasoning task in which they had to match word problems with schematic diagrams that depict different processes (multiplication versus division)
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A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-08 Vanessa A. Völlinger, Dirk Lubbe, Lisa-Kristin Stein
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold
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A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-12 Alison Demangeon, Stéphanie Claudel-Valentin, Alexandre Aubry, Youssef Tazouti
This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021.
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Examining the unique contributions and developmental stability of individual forms of relational reasoning to mathematical problem solving Contemp. Educ. Psychol. (IF 10.3) Pub Date : 2023-04-08 Christine Kong-Yan Tong, Eason Sai-Kit Yip, Terry Tin-Yau Wong
Relational reasoning, a higher-order cognitive ability that identifies meaningful patterns among information streams, has been suggested to underlie STEM development. This study attempted to explore the potentially unique contributions of four forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis) to mathematical problem solving. Two separate samples, fifth graders (n = 254)