Contemporary Educational Psychology最新文献

Experimental impacts of a large-scale book giveaway intervention on parental literacy education beliefs 大规模赠书干预对父母扫盲教育信念的实验影响

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-06-18 DOI: 10.1016/j.cedpsych.2025.102389

Si Chen , Shiyao Liu , Catherine E. Snow

{"title":"Experimental impacts of a large-scale book giveaway intervention on parental literacy education beliefs","authors":"Si Chen , Shiyao Liu , Catherine E. Snow","doi":"10.1016/j.cedpsych.2025.102389","DOIUrl":"10.1016/j.cedpsych.2025.102389","url":null,"abstract":"<div><div>Book giveaways offer free books to hundreds of millions of children and families worldwide. However, little evidence exists of a causal link between book giveaways and a transformative shift in parental literacy education beliefs. The Reading Start Project (RSP) is a large-scale book giveaway intervention program implemented in China. RSP distributes free picture books and literacy education materials to 100,000 families every year. We recruited 1052 Chinese families and children from the eligible population to evaluate its effectiveness. Using a randomized encouragement research design with conjoint analyses, we estimated the causal impact of RSP on parental literacy education beliefs. RSP participation increased the value parents placed on purchasing picture books and their sense of efficacy in home literacy practices, especially among lower-education mothers and families with fewer books. As the largest home literacy intervention program for Chinese children, RSP has a profound social impact and provides an important empirical reference for promoting early family literacy interventions in China and other developing countries.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102389"},"PeriodicalIF":3.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321926","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

Longitudinal reciprocal relations between trait test anxiety and performance goals during transition to secondary school: within- and between-person effects 中转生特质测试焦虑与表现目标的纵向互惠关系：人内与人间效应

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-05-31 DOI: 10.1016/j.cedpsych.2025.102380

Paulina Feige , Rebecca Lazarides , Rainer Watermann

{"title":"Longitudinal reciprocal relations between trait test anxiety and performance goals during transition to secondary school: within- and between-person effects","authors":"Paulina Feige , Rebecca Lazarides , Rainer Watermann","doi":"10.1016/j.cedpsych.2025.102380","DOIUrl":"10.1016/j.cedpsych.2025.102380","url":null,"abstract":"<div><div>Various studies have examined the relations between test anxiety and performance goals. As these are mainly cross-sectional, less is known about the directionality of these effects. Bringing together theoretical frameworks from motivation and emotion research, the present study aimed to examine the reciprocal within- and between-person links between trait test anxiety, performance-approach, and performance-avoidance goals in the time of transition to secondary school. Differential effects were analyzed for the two most common facets of test anxiety: worry and emotionality. For this purpose, we analyzed data of 1,770 students (<em>M<sub>ageT1</sub></em> = 10.47, <em>SD</em> = 0.56; 51 % girls) before (4th grade) and after the transition (5th – 7th grade), using random intercept cross-lagged panel models (within-perspective) and cross-lagged panel models (between-perspective). The results support the idea of a predominance of worry and emotionality over performance-approach and performance-avoidance goals during transition to secondary school. No reciprocal effects were found. Comparing worry and emotionality, we found stronger and temporally more stable relationships of performance-approach and performance-avoidance goals with worry. The study provides a robust methodological framework, testing bidirectional emotional and motivational relations during the transition to secondary school. The results suggest that test anxiety is an important predictor of motivational coping after the transition to secondary school.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102380"},"PeriodicalIF":3.9,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297884","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

Learning from errors: deliberate errors enhance learning 从错误中学习：故意的错误能促进学习

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-05-27 DOI: 10.1016/j.cedpsych.2025.102379

Xiuyun Qiang , Xiaofeng Ma , Tiantian Li

{"title":"Learning from errors: deliberate errors enhance learning","authors":"Xiuyun Qiang , Xiaofeng Ma , Tiantian Li","doi":"10.1016/j.cedpsych.2025.102379","DOIUrl":"10.1016/j.cedpsych.2025.102379","url":null,"abstract":"<div><div>Deliberate erring is an effective learning strategy, comparable to retrieval practice, However, learners often experience metacognitive illusions regarding both strategies, making their adoption challenging, particularly for deliberate errors. This study compares the effectiveness of deliberate errors (S – D) with retrieval practice (S – T) and restudy (S – S) across three experiments: Experiment 1 focused on immediate testing, while Experiment 2 examined delayed testing. In Experiment 3, the impact of deliberate errors (S – D), retrieval practice with feedback (S – T – S – T), and restudy (S – S – S – S) was assessed in both immediate and delayed tests. Results showed no significant difference between deliberate errors and retrieval practice in immediate tests, regardless of whether retrieval practice included feedback (Experiment 3) or not (Experiment 1). However, deliberate errors consistently outperformed restudy. In delayed tests, deliberate errors significantly outperformed retrieval practice, whether with or without feedback, and both strategies were superior to restudy. The results indicate that, compared to retrieval practice, deliberate errors show better memory retention over a longer time interval. The findings of this study provide empirical evidence for the application of deliberate error, retrieval practice, and restudy strategies.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102379"},"PeriodicalIF":3.9,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204357","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

Extending the dimensional comparison theory through students’ academic effort 通过学生的学习努力拓展维度比较理论

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-05-22 DOI: 10.1016/j.cedpsych.2025.102378

Richard Göllner

引用次数: 0

How much formalization of assessment methods is useful when implementing formative assessment in second grade mathematics classrooms? 在二年级数学课堂实施形成性评估时，评估方法的形式化有多大作用？

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.cedpsych.2025.102376

Larissa Aust , Jeanne-Celine Linker , Luise Eichholz , Jana Schiffer , Marcus Nührenbörger , Christoph Selter , Elmar Souvignier

{"title":"How much formalization of assessment methods is useful when implementing formative assessment in second grade mathematics classrooms?","authors":"Larissa Aust , Jeanne-Celine Linker , Luise Eichholz , Jana Schiffer , Marcus Nührenbörger , Christoph Selter , Elmar Souvignier","doi":"10.1016/j.cedpsych.2025.102376","DOIUrl":"10.1016/j.cedpsych.2025.102376","url":null,"abstract":"<div><div>Student achievement has been found to benefit from formative assessment (FA), but only few studies have directly compared different FA approaches. In the present study, two differently structured FA approaches were compared: While teachers in the first experimental group (curriculum-embedded assessment (CE), 19 classes, <em>N</em> = 431students) used written task sets for assessment, teachers in the second experimental group (planned-for-interaction assessment (PI), 22 classes, <em>N</em> = 492 students) were trained in conducting focused conversations for assessment with their students throughout the school year. Results suggest a slight advantage of CE in terms of math achievement, whereas PI was associated with significantly higher scores on the variable need for cognition. Students’ academic self-concept did not differ between groups, and results were not affected by students’ achievement level or teacher characteristics. Consequently, it seems promising to combine the highly structured CE approach with the more flexible PI approach.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102376"},"PeriodicalIF":3.9,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068461","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

A situated perspective on CONIC: Evidence of compensatory effects of conscientiousness and situational interest on the task level CONIC的情境视角：尽责性和情境兴趣在任务水平上的代偿效应的证据

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-05-02 DOI: 10.1016/j.cedpsych.2025.102375

Lars Höft , Jennifer Meyer , Sascha Bernholt , Thorben Jansen

{"title":"A situated perspective on CONIC: Evidence of compensatory effects of conscientiousness and situational interest on the task level","authors":"Lars Höft , Jennifer Meyer , Sascha Bernholt , Thorben Jansen","doi":"10.1016/j.cedpsych.2025.102375","DOIUrl":"10.1016/j.cedpsych.2025.102375","url":null,"abstract":"<div><div>Conscientiousness and interest each have a substantial impact on learning. The conscientiousness × interest compensation (CONIC) model conceptualizes their interplay as compensatory in predicting academic effort. Previous research has primarily applied the CONIC model to aggregated measures of effort, leaving a gap in understanding the nuanced mechanisms underlying the activation of interest in specific learning situations. To address this gap, we investigated whether the compensatory relationship between conscientiousness and interest does not only pertain to the level of a course or subject but does also exists when working on individual tasks. Specifically, we examined how students’ conscientiousness and situational interest interact in predicting task effort. Our sample consisted of 1,839 secondary school students in Germany (<em>M</em><sub>age</sub> = 16.4, <em>SD</em> = 1.5, 42.7 % female). Using latent moderated structural equation modeling, we observed positive main effects of conscientiousness and situational interest on task effort, alongside negative interaction effects between these variables. The findings support the compensatory effects proposed by the CONIC model at the task level. This research contributes to a deeper understanding of how conscientiousness and situational interest interact dynamically to influence academic effort, offering insights into how these effects persist over time to influence broader learning outcomes.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102375"},"PeriodicalIF":3.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068336","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

Precursors of students’ cost perceptions: Identifying proximal and distal predictors 学生成本感知的前体：识别近端和远端预测因子

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-04-25 DOI: 10.1016/j.cedpsych.2025.102374

Elise C. Allen , Patrick N. Beymer , Emily Q. Rosenzweig

{"title":"Precursors of students’ cost perceptions: Identifying proximal and distal predictors","authors":"Elise C. Allen , Patrick N. Beymer , Emily Q. Rosenzweig","doi":"10.1016/j.cedpsych.2025.102374","DOIUrl":"10.1016/j.cedpsych.2025.102374","url":null,"abstract":"<div><div>Studies of students’ cost perceptions have been prevalent in recent years; however, little work has examined what may precede the formation of these costs. Understanding predictors of cost may allow for the implementation of more established interventions in these areas. For example, interventions to increase belonging may serve to subsequently reduce students’ perceptions of cost. Such established interventions with more consistent results in the literature may provide a promising pathway to reduce costs as compared to intervening on cost directly, since these direct interventions have produced mixed results to date. In the present study, we examined proximal and distal precursors of students’ (N = 321) weekly cost perceptions throughout a semester in college physics using a weekly diary survey. Costs were examined across four dimensions: task effort, outside effort, loss of valued alternatives, and emotional cost. Multilevel modeling indicated that weekly measures of belonging and self-regulated learning predicted lower levels of nearly all cost types. Meanwhile, baseline measures of students’ expectancies for success and physics identity were non-significant. The number of credits students were enrolled in also did not predict costs. This study contributes to better understanding how cost perceptions are formed and has implications for contributing to future interventions aimed at reducing costs.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102374"},"PeriodicalIF":3.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924492","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

Chatbots in education: Outperforming students but perceived as less trustworthy 教育领域的聊天机器人：表现优于学生，但被认为不那么值得信赖

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-04-22 DOI: 10.1016/j.cedpsych.2025.102373

Martin Laun , Leonard Puderbach , Katharina Hirt , Eva L. Wyss , Daniel Friemert , Ulrich Hartmann , Fabian Wolff

{"title":"Chatbots in education: Outperforming students but perceived as less trustworthy","authors":"Martin Laun , Leonard Puderbach , Katharina Hirt , Eva L. Wyss , Daniel Friemert , Ulrich Hartmann , Fabian Wolff","doi":"10.1016/j.cedpsych.2025.102373","DOIUrl":"10.1016/j.cedpsych.2025.102373","url":null,"abstract":"<div><div>In recent years, chatbots have emerged as potential individual assistance systems in educational settings. However, their successful implementation depends on their ability to deliver high-quality outcomes and gain students’ trust. Against this background, this study investigated the perceived trustworthiness of chatbots in nursing education and whether this trust was justified in light of chatbots’ actual performance in care plan creation. We conducted a study with 189 vocational nursing students who created medical care plans under two conditions: without ChatGPT (GPT-4) and with ChatGPT assistance. Additionally, ChatGPT was used to develop care plans without student involvement. Expert evaluations of these care plans allowed us to compare quality across conditions. We also examined students’ trust by having them evaluate another care plan before and after experimentally manipulating information about its source (chatbot or peer-generated). Statistical analyses revealed that source disclosure significantly affected students’ trust: Care plans believed to be chatbot-generated experienced a significant decrease in trust, while those attributed to peers showed no significant change. However, analyses of expert evaluations showed that ChatGPT-generated plans were of higher quality than those created by students, even when students used ChatGPT assistance. This discrepancy between perceived trustworthiness and actual performance of chatbots indicates that students’ skepticism toward chatbot-generated content is, to some extent, exaggerated. While ChatGPT can enhance students’ care plan quality, our findings emphasize the importance of addressing trust issues in educational settings where chatbots are implemented.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102373"},"PeriodicalIF":3.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869235","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

The storage component of working memory mediates the relationship between mathematical anxiety and arithmetic performance 工作记忆的储存成分在数学焦虑与算术成绩之间起中介作用

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-04-17 DOI: 10.1016/j.cedpsych.2025.102372

Wei Wei , Shiqiao Shen

{"title":"The storage component of working memory mediates the relationship between mathematical anxiety and arithmetic performance","authors":"Wei Wei , Shiqiao Shen","doi":"10.1016/j.cedpsych.2025.102372","DOIUrl":"10.1016/j.cedpsych.2025.102372","url":null,"abstract":"<div><div>Mathematical anxiety is negatively associated with mathematics performance. Previous studies have demonstrated that working memory mediates this relationship. Although there are many theories on working memory, most agree that working memory includes a storage component (i.e., short-term memory). However, little is known about the role of short-term memory in the relationship between mathematical anxiety and mathematics performance. In this study, we investigated whether short-term memory mediates the relationship between mathematical anxiety and arithmetic performance. The participants were 178 children aged 8–10 years. They were asked to complete mathematical and trait anxiety questionnaires and a battery of cognitive tests to measure exact arithmetic and arithmetic estimation abilities, working memory, and short-term memory. We found that after controlling for trait anxiety, age, and gender, the relationship between mathematical anxiety and exact arithmetic ability was mediated by the storage but not by the executive component of working memory. In addition, the mediating effect was influenced by the type and difficulty of arithmetic tasks. These findings suggest that mathematical anxiety impairs arithmetic performance through the storage component of working memory. The results suggest that educators should pay more attention to the role of short-term memory in mathematics teaching.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102372"},"PeriodicalIF":3.9,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850216","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

A growth-theory-of-interest intervention helps align science students with a new multidisciplinary curriculum 兴趣成长理论干预有助于理科生适应新的多学科课程

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.cedpsych.2025.102371

Paul A. O’Keefe , S.M. Ramya , E.J. Horberg

{"title":"A growth-theory-of-interest intervention helps align science students with a new multidisciplinary curriculum","authors":"Paul A. O’Keefe , S.M. Ramya , E.J. Horberg","doi":"10.1016/j.cedpsych.2025.102371","DOIUrl":"10.1016/j.cedpsych.2025.102371","url":null,"abstract":"<div><div>What happens when well-intentioned changes to curricula clash with students’ pre-existing academic identity? In the present study, students entered a two-year pre-university school strongly identified with science but not arts—an identity that did not fit with their school’s new multidisciplinary curriculum that mandated engagement with both academic areas. We investigated the efficacy of a growth-theory-of-interest intervention (O’Keefe et al., 2023)—which promoted the view that academic interests are developed rather than inherent and fixed—in helping students reap the benefits of the new curriculum. We conducted a randomized controlled field experiment with incoming students who overwhelmingly identified as interested in science but not arts (<em>N</em> = 151). Before matriculating, students were randomly assigned to complete the growth-theory-of-interest intervention or active-control materials. Approximately 7 months later, students in the intervention condition reported a stronger arts identity (without diminishing their science identity), and stronger fit and belonging in school, relative to the active control condition. Moreover, whereas developing a stronger arts identity was associated with lower belonging in the control condition, this drop was eliminated in the intervention condition. Finally, by improving students’ school belonging, the intervention indirectly predicted higher year-end GPAs. The results underscore the intervention’s efficacy in promoting a mindset conducive to multidisciplinary learning and facilitating students’ fit and belonging within a curriculum intended to enrich their educational experiences and future career prospects.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102371"},"PeriodicalIF":3.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891142","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