Contemporary Educational Psychology最新文献

Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3 教师-家长学业支持档案：与儿童在二年级和三年级坚持完成任务的关系

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-19 DOI: 10.1016/j.cedpsych.2024.102314

{"title":"Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3","authors":"","doi":"10.1016/j.cedpsych.2024.102314","DOIUrl":"10.1016/j.cedpsych.2024.102314","url":null,"abstract":"<div><div>This study aimed to identify profiles of academic support (help frequency, positive affect, and autonomy support) that teachers and parents provide for children and examine their associations with children’s task persistence in Grades 2 and 3 after controlling for children’s gender, academic performance, and parents’ educational level. Altogether, 614 children participated in the study (48 % girls). Their parents (<em>n</em> = 576) reported on academic support at home at the end of Grade 3 (T2). Their teachers (<em>n</em> = 40) rated academic support that they provided for each child in their class at the end of Grade 3 (T2). At each measurement occasion (T1 and T2), teachers rated children’s task persistence. First, latent profile analysis identified four teacher-parent academic support profiles in Grade 3 (T2): <em>High teacher positive affect</em> (37.5 %); <em>Average help, autonomy, and positive affect</em> (26.3 %); <em>Moderately low teacher positive affect</em> (32 %): and <em>Very low teacher positive affect</em> (4.2 %). Second, the results indicated that the more persistent children were in Grade 2, the more likely they were to belong to teacher-parent academic support profiles characterized by lower help, average autonomy, and higher positive affect in Grade 3. Third, for children belonging to the <em>High teacher positive affect</em> profile, task persistence improved between Grades 2 and 3.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000596/pdfft?md5=602d1cbefa9e8f4304b3540e22bad339&pid=1-s2.0-S0361476X24000596-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach 社会情感课堂环境对教师期望效应的中介作用：多层次结构方程建模方法

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-14 DOI: 10.1016/j.cedpsych.2024.102313

{"title":"Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach","authors":"","doi":"10.1016/j.cedpsych.2024.102313","DOIUrl":"10.1016/j.cedpsych.2024.102313","url":null,"abstract":"<div><p>In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239424","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}

引用次数: 0

Trajectories of advanced math taking for low-income students of color in middle and high school 低收入有色人种学生在初中和高中学习高等数学的轨迹

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-11 DOI: 10.1016/j.cedpsych.2024.102312

{"title":"Trajectories of advanced math taking for low-income students of color in middle and high school","authors":"","doi":"10.1016/j.cedpsych.2024.102312","DOIUrl":"10.1016/j.cedpsych.2024.102312","url":null,"abstract":"<div><p>Differential access to and enrollment in advanced mathematics for historically underrepresented groups is a pervasive problem in education, however, research has primarily focused on achievement rather than access. This necessitates an examination of who is accessing advanced coursework and what differentiates the course trajectories students follow across middle and high school. We utilized data from a large (<em>N</em> = 18,841), majority Latinx (57.6 % Latinx, 35.5 % Black, 6.1 % White/Other, and 0.6 % Asian/Pacific Islander) and low-income (77 % free/reduced-price lunch) sample of students followed longitudinally from middle through high school. Latent class analysis (LCA) categorized students into 6 classes representing commonly followed pathways of advanced math course taking from grade 6 to 12. Multinomial logistic regression was used to connect individual demographics, school readiness skills, and prior achievement variables to the likelihood of being assigned to a particular class. Prior academic performance was most strongly related to advanced math pathway assignment, but even controlling for this, gender, disability status, and cognitive and fine motor skills at age 4 also impacted the math pathway a student was likely to follow in middle and high school. Race/ethnicity was a significant differentiator only when comparing the two most advanced pathways. These findings highlight the importance of early school readiness skills and demonstrate how early opportunity gaps impact later student outcomes. Tailored intervention and supports are necessary to ensure equitable access to coursework which expands a student’s opportunities and chances for postsecondary success.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239425","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}

引用次数: 0

Lesson-specific control-value appraisals and achievement emotions in maths: A combination with the standardized questionnaire survey 针对具体课程的控制价值评价与数学成就情绪：与标准化问卷调查相结合

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.cedpsych.2024.102301

引用次数: 0

Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study 早期的分数关系推理能独特地预测儿童日后的代数思维：纵向研究

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.cedpsych.2024.102300

{"title":"Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study","authors":"","doi":"10.1016/j.cedpsych.2024.102300","DOIUrl":"10.1016/j.cedpsych.2024.102300","url":null,"abstract":"<div><p>The association between children’s fraction relational reasoning and their algebraic thinking has not been explored longitudinally. This study used incremental importance analysis and relative weight analysis to examine the extent to which fourth-grade (<em>M=</em>112.3 months, <em>SD=</em>2.25) fraction relational reasoning predicted sixth-grade algebraic performance, compared to an extensive set of cognitive factors. Multiple linear regression revealed that fraction relational reasoning, fraction and decimal magnitude knowledge, fraction arithmetic, attentive behavior, counting recall, and listening recall were significant predictors in the final model. Relative weight analysis indicated the contribution of fraction relational reasoning to algebraic performance did not differ significantly from fraction magnitude knowledge and fraction arithmetic, but was a stronger predictor than the other variables. This suggests the central executive component of working memory, attention, fraction relational reasoning, magnitude knowledge of fractions and decimals, and fraction arithmetic may warrant focused attention when preparing children for algebra.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150496","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}

引用次数: 0

Exploring task engagement strategies in DDL-enhanced tasks: Insights from EFL learners 探索 DDL 增强任务中的任务参与策略：来自 EFL 学习者的见解

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-01 DOI: 10.1016/j.cedpsych.2024.102299

{"title":"Exploring task engagement strategies in DDL-enhanced tasks: Insights from EFL learners","authors":"","doi":"10.1016/j.cedpsych.2024.102299","DOIUrl":"10.1016/j.cedpsych.2024.102299","url":null,"abstract":"<div><p>The growing recognition of the concept of task engagement over the last two decades has made it a popular topic for research in second language acquisition (SLA). Yet, the field of SLA is still in its infancy in understanding engagement. Given its dynamic and malleable nature, investigating what strategies lead to more engagement provides grounds for developing interventions that promote learners’ task engagement and better capturing its essence. To this end, the present study set out to explore what strategies English as a foreign language (EFL) learners use to promote their engagement in data-driven learning (DDL)-enhanced tasks, tasks that require learners to explore authentic examples of particular language forms to discover how they work. Participants of the study were 308 EFL learners. The data were collected through an online open-ended task engagement strategies questionnaire and semi-structured interviews. The results indicated that learners use a wide range of strategies, including agentive, behavioral, metacognitive, cognitive, metaemotional, and social engagement, to maintain their engagement in DDL-enhanced tasks. The findings may be used to inform English language teaching and learning by developing interventions that promote learners’ task engagement.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142097433","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}

引用次数: 0

Focus groups as counterspaces for Black girls and Black women: A critical approach to research methods 作为黑人女孩和黑人妇女反空间的焦点小组：研究方法的批判性方法

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-08-16 DOI: 10.1016/j.cedpsych.2024.102298

{"title":"Focus groups as counterspaces for Black girls and Black women: A critical approach to research methods","authors":"","doi":"10.1016/j.cedpsych.2024.102298","DOIUrl":"10.1016/j.cedpsych.2024.102298","url":null,"abstract":"<div><p>When researchers intentionally account for the complexities of gendered racism, focus groups can become spaces for healing, community building, information exchange, psychological safety, and support for Black girls and Black women. This approach, when situated within race, gender critical perspectives, presents opportunities for ascertaining Black girls and Black women’s onto-epistemologies in ways that coincide with their identities. Given the alternative possibilities of focus groups, in this paper we advance strategies for employing <em>focus groups as counterspaces</em>, an anti-racist and anti-oppressive research method that educational psychologists can utilize to challenge current methodological approaches related to Black girls and Black women. To transform how educational psychologists spotlight Black girls and Black women as knowledge producers in research, we draw upon guiding theoretical frameworks (Black Girl Cartography and Critical Race Feminism) that highlight their voices and intersectional perspectives. We will (1) explain the theoretical perspectives that center this method as a critical approach for the gendered racialized experiences of Black girls and Black women, (2) share insights from the field where focus groups provide psychological safety and group collectivism, serve as an adaptive coping mechanism, and provide space for authentic communication styles, (3) consider areas for improvement and best practices for focus groups in research design, data collection and analysis, and (4) provide ethical considerations related to <em>focus groups as counterspaces.</em> Implications for critical research methodology approaches centering Black girls and Black women and the broader impact on the field of educational psychology are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997429","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}

引用次数: 0

Applying dynamic structural equation modeling (DSEM) to examine the dynamics of students’ affect and learning goal achievement 应用动态结构方程模型（DSEM）研究学生情感与学习目标达成的动态关系

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-07-22 DOI: 10.1016/j.cedpsych.2024.102297

{"title":"Applying dynamic structural equation modeling (DSEM) to examine the dynamics of students’ affect and learning goal achievement","authors":"","doi":"10.1016/j.cedpsych.2024.102297","DOIUrl":"10.1016/j.cedpsych.2024.102297","url":null,"abstract":"<div><p>Affect is a critical factor impacting students’ goal setting and goal achievement in learning. While existing studies have demonstrated the vital role of affect in learning and goal achievement, the day-to-day fluctuations of affect and their impact on learning have rarely been examined. This study explored the dynamic relationships between positive affect (PA), negative affect (NA), and daily learning goal achievement (LGA) in 72 college students ahead of a high-stakes test, analyzing 32 days of survey responses totaling 2111 observations. We employed dynamic structural equation modeling (DSEM) to assess the stability, variability, and potential reciprocal relationships of PA, NA, and LGA. Additionally, we investigated the effects of depression, age, and the number of semesters studied on these variables. Results indicated that PA, NA, and LGA remained stable over the observation period, with no systematic changes or trajectories, yet exhibited significant fluctuations within and between participants. All autoregressive effects for PA, NA, and LGA were significant. Both PA and NA were significantly related to concurrent measures of LGA, although no significant cross-lagged relationships between PA and NA were found. Variability in PA, NA, and LGA was significantly explained by students’ age, number of semesters studied, and level of depressive symptoms. Further findings and implications of the study are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141841555","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}

引用次数: 0

Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning 将基于设计的实施研究与随机对照试验相结合，开发和评估有理数游戏化学习的效果

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-22 DOI: 10.1016/j.cedpsych.2024.102296

Kreshnik N. Begolli, Vanessa N. Bermudez, LuEttaMae Lawrence , Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, Andres S. Bustamante

{"title":"Incorporating Design Based Implementation Research with a Randomized Controlled Trial to develop and evaluate the efficacy of playful rational number learning","authors":"Kreshnik N. Begolli, Vanessa N. Bermudez, LuEttaMae Lawrence , Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, Andres S. Bustamante","doi":"10.1016/j.cedpsych.2024.102296","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102296","url":null,"abstract":"<div><p>We combine design-based implementation research with a pre-registered RCT to address a long-standing challenge in psychological science: How to use psychological principles to address real-world problems while designing and implementing interventions in the field. We posit this as a design methodology for optimizing the translation between psychological science and real-world applications. We tested the efficacy of an extensively co-designed version of a game-based rational number intervention, Fraction Ball<em>,</em> versus “business-as-usual” math instruction and physical education in a sample of 4th/5th grade Latine students (<em>N =</em> 360). Insights from nine co-design sessions with 20 teachers informed revisions and additions to a previous version of Fraction Ball, strengthening impacts across 10 of 12 rational number subtests. This methodology provides insights for translating psychological science research and scaling it to address real-world educational needs, such as play-based interventions that improve rational number understanding in authentic contexts.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141482489","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}

引用次数: 0

Secondary students' emotions, perceptions of instructional quality, and achievement in Mathematics: A representative study with Swiss students towards the end of compulsory education 中学生的情绪、对教学质量的看法和数学成绩：对瑞士义务教育末期学生的代表性研究

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-15 DOI: 10.1016/j.cedpsych.2024.102295

{"title":"Secondary students' emotions, perceptions of instructional quality, and achievement in Mathematics: A representative study with Swiss students towards the end of compulsory education","authors":"","doi":"10.1016/j.cedpsych.2024.102295","DOIUrl":"10.1016/j.cedpsych.2024.102295","url":null,"abstract":"<div><p>The role of emotions in learning settings such as schools has been widely acknowledged in research and practice. Prior research predominantly follows a variable-centred approach to investigate students’ emotions while person-centred analyses are still scarce. Based on a representative sample of <em>N</em> = 11 131 Swiss students in grade 9, this cross-sectional large-scale study investigates how four trait mathematics emotions (enjoyment, anger, anxiety and boredom) are related to students’ perception of mathematics instruction quality (cognitive activation, lack of classroom management, teacher support) and their mathematics test achievement. Results from structural equation modelling (variable-centred approach) revealed that enjoyment and all three negative emotions are related to two dimensions of instructional quality: cognitive activation and lack of classroom management. Association of emotions with teacher support differed, as associations were not confirmed for enjoyment and anxiety. Enjoyment was not related to achievement, whereas boredom showed positive associations. The results from mediation analyses suggest that the direct associations of perceived cognitive activation and perceived lack of classroom management with mathematics achievement are stronger compared to the indirect associations mediated by student emotions. Latent profile analysis identified four profiles: happy, unhappy, bored, and ambivalent. Students in the happy profile had the highest perception of instructional quality and outperformed the other profiles. Results are discussed in relation to the added value of a person-centred approach to better understand students’ emotions in mathematics education.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141413997","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}

引用次数: 0