Contemporary Educational Psychology最新文献

{"title":"Parent math anxiety and children’s math success: The role of autonomy-supportive and controlling parenting behaviors","authors":"Kimia Akhavein ,&nbsp;Jenna E. Finch","doi":"10.1016/j.cedpsych.2025.102405","DOIUrl":"10.1016/j.cedpsych.2025.102405","url":null,"abstract":"<div><div>Existing research highlights that parents’ math anxiety is a predictor of children’s math achievement and math anxiety. However, more research is needed to understand how this transmission occurs. This study examined the transmission of parents’ math anxiety to children’s math achievement and math anxiety via autonomy-supportive and controlling parenting behaviors using an observational coding scheme during a homework help task. The sample of 175 parent–child dyads was followed longitudinally from when children were in second grade (<em>M</em>_age = 8.02) to third grade (<em>M</em>_age = 9.18). Results indicated that higher levels of parents’ math anxiety were associated with more controlling parenting behaviors during the homework help task. Autonomy-supportive parenting behaviors were uniquely associated with higher math achievement in children one year later, whereas controlling parenting behaviors were associated with lower math achievement. Further, parents’ own math achievement was positively associated with autonomy-supportive parenting behaviors and children’s math achievement. However, neither parents’ math anxiety, math achievement, nor parenting behaviors were significantly associated with children’s math anxiety a year later. Overall, this study underscores the importance of parents’ math anxiety and math achievement for their parenting behaviors and demonstrates that controlling parenting behaviors can undermine children’s math achievement.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102405"},"PeriodicalIF":3.8,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145020927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Make or break STEM course experiences: Profiles of situated expectancy, value, cost, and major intentions","authors":"Sanheeta Shankar ,&nbsp;So Yeon Lee ,&nbsp;Cole D. Johnson ,&nbsp;Kristy A. Robinson","doi":"10.1016/j.cedpsych.2025.102404","DOIUrl":"10.1016/j.cedpsych.2025.102404","url":null,"abstract":"<div><div>Persistent attrition and underrepresentation issues in STEM fields have complex causes that involve cultural, contextual, and individual motivational factors. To better understand how students make decisions about persisting in STEM, this study used a person-oriented approach to examine co-occurring patterns of academic self-efficacy, task values, perceived costs, and changes in major intentions during introductory STEM courses. Instead of treating motivational beliefs and behavioral intentions as separate or sequential—as is common in variable-oriented approaches—we modeled how these constructs cluster together during key decision-making periods. This approach allowed us to explore how students experience these beliefs in real time and how common or rare different motivational-intentional configurations are. We identified four distinct motivational profiles of expectancy, value, cost, and major intention changes and examined how students’ sense of belonging with professors, classmates, and the university predicted profile membership. Belonging with professors and university distinguished the beneficial profile from maladaptive profiles. The <em>Confident and Interested, Stable Intentions</em> profile was most adaptive for motivation and long-term persistence. In contrast, <em>Moderate Mixed Motivation, Invited In, Value Focused Mixed Motivation, Weeded Out,</em> and <em>Cost Focused Mixed Motivation, Weeded Out</em> profiles showed an overrepresentation of women and students from racially minoritized groups, with lower probabilities of pursuing majors related to their course. These findings underscore the value of capturing how motivational beliefs and decisions co-occur, emphasizing the need to promote belonging and provide tailored support to enhance STEM persistence.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102404"},"PeriodicalIF":3.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144924985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Timing and perpetrator identity matter when coping with school-based adverse racialized experiences","authors":"Justin J. Joseph ,&nbsp;Naila A. Smith ,&nbsp;Dawn Henderson ,&nbsp;Amber M. Ladipo ,&nbsp;Tonya M. Dunaway","doi":"10.1016/j.cedpsych.2025.102401","DOIUrl":"10.1016/j.cedpsych.2025.102401","url":null,"abstract":"<div><div>Young people perceived as darker-skinned, identified as Black/African American, or ethnically and racially marginalized will have an increased likelihood of encountering various school-based adverse racialized experiences (AREs) in the U.S. education system. Ethnically and racially marginalized young people may need to appraise and access a variety of sociocultural cues and factors when making decisions about how to cope with AREs. These specific sociocultural factors may be associated with the developmental timing of AREs (e.g., elementary vs. high school) and the social identity of the perpetrator (e.g., a teacher vs. a peer). Other factors, such as the student’s social identity (i.e. gender, race, and ethnicity) and the racial and ethnic composition of the school, may be considered when a young person appraises an ARE and makes coping decisions. This study uses cultural-ecological developmental theories to explore the independent and mediated contributions of sociocultural factors in retrospective accounts of coping decisions about school-based AREs in a sample of 207 adults, most of whom self-identified as Black/African American between the ages of 17 and 59. Results showed the timing of AREs and perpetrator identity were associated with increased use of acceptance, anger, and denial as coping strategies, with no indirect effects found. Implications discuss ways to equip educators and parents with the information needed to support the well-being and persistence of ethnically and racially marginalized young people in schools.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102401"},"PeriodicalIF":3.8,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144878747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics motivation and sense of belonging among transgender and nonbinary college students","authors":"Kaitlyn Brown ,&nbsp;Giulia A. Borriello ,&nbsp;Sanjana Rahman ,&nbsp;Jack Schmidt ,&nbsp;Chloe U. Wawrzyniak ,&nbsp;Matthew Kim ,&nbsp;Cindy Jong ,&nbsp;Benjamin Braun ,&nbsp;Pooja Sidney","doi":"10.1016/j.cedpsych.2025.102403","DOIUrl":"10.1016/j.cedpsych.2025.102403","url":null,"abstract":"<div><div>An extensive body of psychological research on gender-related influences in mathematics education has focused on cisgender women and men, while excluding transgender and nonbinary individuals. However, research focused solely on cisgender learners often fails to adequately capture the educational experiences of nonbinary and transgender individuals. In this study, we apply (1) the situated expectancy-value theory (<span><span>Eccles &amp; Wigfield, 2020</span></span>) and (2) the socio-ecological framework of school belonging (<span><span>Allen et al., 2016</span></span>), to examine the experiences of transgender and nonbinary college students in postsecondary mathematics courses. Mathematics goals, trajectories, motivational beliefs, and sense of belonging were measured with the College Mathematics Beliefs and Belonging survey (<span><span>Sidney et al., 2024</span></span>) in a parent study. Responses from a subset of N = 38 students identifying as nonbinary and/or transgender were examined. The transgender and nonbinary students in our sample agreed that mathematics is useful and that they feel confident in their ability to use mathematics, though there was less agreement about whether they enjoy mathematics. Furthermore, transgender and nonbinary students felt well connected to, and able to work with, their peers but reported a low sense of belonging to a broader mathematics community. Students on a science, technology, engineering, and mathematics (STEM) trajectory reported higher mathematics motivation and a stronger sense of belonging. The present work serves as a hypothesis-generating, exploratory study in which we described and explored gender-diverse student experiences in mathematics to set the stage for future research in building a comprehensive literature that accounts for a broader set of math-learning experiences, considering gender socialization in mathematics settings.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102403"},"PeriodicalIF":3.8,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is copy and paste part of academic misconduct? The roles of attitude, experience and self-efficacy in judgment","authors":"Chiao Ling Huang ,&nbsp;Yao Chen ,&nbsp;Sining Zhang ,&nbsp;Shu Ching Yang","doi":"10.1016/j.cedpsych.2025.102402","DOIUrl":"10.1016/j.cedpsych.2025.102402","url":null,"abstract":"<div><div>With the rapid development of artificial intelligence and Information Communication Technology in recent years, an increasing number of scholars have focused on their potential applications and risks in education. Among these risks, online plagiarism (OP) has received much attention. Therefore, we seek to complement the existing knowledge on OP and provide effective recommendations for preventing OP and addressing this issue among university students based on our research findings. This study investigated the relationships among students’ judgments, attitudes, academic self-efficacy, and OP behavior, with gender included as a variable of interest. The research involved 551 university students and a survey. The Academic Self-Efficacy Scale and OP-related Ethical Judgments, Behavior, and Attitudes scales were used to collect the data. The study revealed that males perceive OP as less of an academic integrity violation, have more experience with OP, and exhibit a greater level of acceptance of it than females do. Gender was also associated with the OP-related variables. Furthermore, gender, academic self-efficacy, past experience, and attitudes toward OP significantly predicted ethical judgments of OP, explaining 84% of the variance.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102402"},"PeriodicalIF":3.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Domain-specific and domain-general predictors of math anxiety in adolescents and adults","authors":"Monika Szczygieł ,&nbsp;Thomas E. Hunt ,&nbsp;Mehmet Hayri Sarı","doi":"10.1016/j.cedpsych.2025.102400","DOIUrl":"10.1016/j.cedpsych.2025.102400","url":null,"abstract":"<div><div>It is well-established that a negative relation exists between math anxiety (MA) and math performance. However, because there has been no systematic quantitative research on the predictors of MA, we conducted three studies in adolescents and adults to address this gap. Focusing on the Polish population, we tested whether, and to what degree, domain-specific (mathematical resilience, intellectual helplessness in mathematics, math performance) and domain-general (sociodemographic: gender, age; affective: general anxiety, test anxiety; and cognitive: fluid intelligence, working memory, response inhibition) variables predict and explain variance in MA. We found that regardless of the sample and other variables included in the models, intellectual helplessness in mathematics and mathematical resilience are consistent and independent predictors of MA. Moreover, math performance, rather than math grades, serves as a consistent predictor of MA. The findings highlight the relative importance of these variables in understanding MA and indicate a need to focus on domain-specific variables in targeting MA reduction.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102400"},"PeriodicalIF":3.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Registered Report Stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school","authors":"Ryo Ishii ,&nbsp;Kou Murayama ,&nbsp;Michiko Sakaki ,&nbsp;Noriaki Fukuzumi ,&nbsp;Shin-ichi Ishikawa ,&nbsp;Naoki Nakazato ,&nbsp;Kazuhiro Ohtani ,&nbsp;Takashi Suzuki ,&nbsp;Ayame Tamura ,&nbsp;Ayumi Tanaka","doi":"10.1016/j.cedpsych.2025.102398","DOIUrl":"10.1016/j.cedpsych.2025.102398","url":null,"abstract":"<div><div>Despite the abundant evidence for the general decline in interest during the time spent at school, less is known about the implications of school transition for these declining trajectories of interest. While both Basic Psychological Needs Theory and Stage-environment Fit Theory suggest that students’ interest declines after school transition, they do not clearly predict the nature of the decline. However, there are two possible ways in which interest decreases as a function of school transition: a discontinuous drop during the transition (the immediate impact hypothesis) and a steeper decline during secondary school (the long-term impact hypothesis). Using four years of annual longitudinal data from Japanese students from the fifth grade to the ninth grade, the present study will investigate the developmental trajectory of students’ interest during the period that includes school transition. The impact of SES and gender on the developmental trajectories of interest during the period that includes school transition will also be examined.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102398"},"PeriodicalIF":3.9,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144697043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The promise of computer-based literacy learning: the effect of ELCII on kindergarteners’ inference skill development","authors":"Joseph Burey,&nbsp;Jasmine Kim,&nbsp;Nidhi Kohli,&nbsp;Kristen McMaster,&nbsp;Panayiota Kendeou","doi":"10.1016/j.cedpsych.2025.102399","DOIUrl":"10.1016/j.cedpsych.2025.102399","url":null,"abstract":"<div><div>We evaluated the efficacy of Early Language Comprehension Individualized Instruction (ELCII), a supplemental computer-based early language comprehension intervention, in improving kindergarten students’ inference making performance. In Study 1, students completed ELCII modules over nine weeks, whereas a business-as-usual control group engaged in typical language comprehension instruction. Because of school closures due to the onset of COVID-19, the study was interrupted, and we were not able to complete implementation and post-testing. As a result, the analysis is focused on more deeply understanding the performance of the intervention group only. To further evaluate efficacy, we followed-up with a small-scale implementation a year later. In Study 2, students completed ELCII modules over five weeks and their performance was compared to that of a business-as-usual control group. Taken together, results indicated that all students, on average, improved in their inference generation performance over time and that growth did not differ across demographic subgroups. However, results also highlighted gaps that were present at the onset of the program, and unfortunately continued to persist. Results also indicated that the scaffolding and feedback components of the program were effective, with students who had lower initial inference performance benefiting more from ELCII. The findings from these studies suggest that ELCII is a feasible and beneficial program to support early language comprehension and inference making in kindergarten students.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102399"},"PeriodicalIF":3.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors","authors":"Livia Kuklick ,&nbsp;Marlit Annalena Lindner","doi":"10.1016/j.cedpsych.2025.102396","DOIUrl":"10.1016/j.cedpsych.2025.102396","url":null,"abstract":"<div><div>Effects of computer-based feedback content have received much attention in the literature. In contrast, the effects of visual design features in feedback messages are understudied. This experiment examined the cognitive and the emotional benefit of adding a representational picture and/or informative emotional design elements to <em>elaborated feedback</em> in a computer-based low-stakes assessment. In a 2x2 + 1 between-subjects study, 410 undergraduates worked on a geometry assessment receiving either no feedback (control group) vs. immediate, elaborated feedback messages in different design variations: We systematically varied the presence of a representational picture (without/with) and of emotional design features (without/with). Compared to no feedback, the four feedback variants enhanced positive emotions and reduced negative emotions after correct responses but reduced positive emotions and enhanced negative emotions after incorrect responses. All feedback variants effectively enhanced students’ error correction in a posttest (i.e., recall on initially incorrect responses) and students across all feedback groups voluntarily spent longer time on elaborated feedback messages after incorrect responses. Yet, the time spent on the feedback messages was not significantly affected by the design features. This pattern of results suggests that students actively processed the negative feedback, independent of its design. However, compared to text-only feedback, only adding a picture improved students’ reported level of positive emotions when the feedback referred to a mistake (i.e., after incorrect responses). Overall, our results indicate that pictures can serve as emotional facilitators and could enhance text-only feedback messages to mitigate a negative affective impact of automated error notifications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102396"},"PeriodicalIF":3.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144697044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overwhelmed receivers and overly ambitious providers: How the Impacts of peer comment features look different at receiver and provider levels of aggregation","authors":"Yi Zhang ,&nbsp;Christian D. Schunn ,&nbsp;Yong Wu","doi":"10.1016/j.cedpsych.2025.102397","DOIUrl":"10.1016/j.cedpsych.2025.102397","url":null,"abstract":"<div><div>Although research has explored what makes peer feedback useful, few studies have compared perceived helpfulness with actual implementation during revision. Additionally, previous studies often analyze individual feedback comments in isolation, rather than considering the overall feedback received by receivers or provided by providers. The present study explored the relationship between various comment features and their perceived helpfulness and implementation, predicting different relationships on the basis of an adapted Student-Feedback Interaction Model. The study also assessed whether these relationships exhibited aggregation effects at the levels of receiver or provider, predicting effects based upon cognitive/workload theory. Peer feedback data were analyzed from 844 students engaged in online peer feedback, who also evaluated the helpfulness of received comments. Comments were coded for suggestions, explanations, being long, and being implemented in a revision. Relationships with perceived helpfulness and implementation were examined at the individual comment, receiver, and provider levels. Multiple regressions showed that perceived helpfulness was predicted by comment length and the presence of suggestions whereas comment implementation was predicted by length and the presence of explanations, supporting the adapted model. In addition, feedback receivers appeared to be overwhelmed by receiving too many suggestions when judging helpfulness, and feedback providers appeared to provide less helpful explanations for revision when attempting to provide many explanations. These findings suggest that simply recommending greater use of feedback styles found helpful at the individual comment level may produce counter-productive effects for both feedback receivers and providers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102397"},"PeriodicalIF":3.9,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}