Contemporary Educational Psychology最新文献

{"title":"Investigating Adolescents’ Execution Speed of Social, Dimensional, and Temporal Comparisons","authors":"Jennifer Schumacher,&nbsp;Hella Hörsch,&nbsp;Fabian Wolff","doi":"10.1016/j.cedpsych.2025.102362","DOIUrl":"10.1016/j.cedpsych.2025.102362","url":null,"abstract":"<div><div>Social, dimensional, and temporal comparisons influence students’ academic self-concepts to different degrees. Typically, social comparison effects are stronger than dimensional comparison effects, which in turn are stronger than temporal comparison effects. A possible explanation for these different comparison effects could be differences in the cognitive processes involved in social, dimensional, and temporal comparisons. To gain insight into this issue, the present study addresses the execution speed of social, dimensional, and temporal comparisons using a response time experiment, in which <em>N =</em> 209 students (9th and 10th grade) were asked to evaluate their achievements in various subjects in relation to social, dimensional, and temporal comparison standards. Response times to social, dimensional, and temporal comparisons were compared using a repeated measures ANOVA and were found to be shortest for temporal comparisons and longest for social comparisons. Moreover, they were shorter when comparisons used non-specific comparison standards (i.e., multiple people/subjects/points in time) compared to specific comparison standards (i.e., single person/subject/point in time). Accordingly, temporal comparisons appear to facilitate the fastest execution speed, followed by dimensional comparisons, and then social comparisons. Furthermore, non-specific comparisons appear to facilitate a faster execution speed than specific comparisons.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102362"},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725317","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}

{"title":"Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal?","authors":"Marc Clarà ,&nbsp;Alba Vallés ,&nbsp;Aina Franch ,&nbsp;Jordi Coiduras ,&nbsp;Patricia Silva ,&nbsp;Sílvia Cavalcante","doi":"10.1016/j.cedpsych.2025.102354","DOIUrl":"10.1016/j.cedpsych.2025.102354","url":null,"abstract":"<div><div>Today it is well established that the modification of cognitive appraisals –i.e. the way people represent the situations they face- is central to the development of teacher resilience. However, the understanding of the specific transformations in the appraisals that lead to this development is still incipient. This paper investigates a teacher’s spontaneous process of reappraisal –i.e. modification of appraisals-, occurring over a period of approximately two years, and identifies two narrative mechanisms of reappraisal connected to her improvement in teacher depersonalization. The understanding of these two mechanisms, called “elaboration of antecedents” and “identification,” enriches the existing research on reappraisal and has important implications for fostering the development of teacher resilience.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102354"},"PeriodicalIF":3.9,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143610664","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":"Methodological and theoretical guidance: Moving educational psychology towards anti-racist bodies of knowledge","authors":"Francesca López,&nbsp;Jessica T. DeCuir-Gunby","doi":"10.1016/j.cedpsych.2025.102337","DOIUrl":"10.1016/j.cedpsych.2025.102337","url":null,"abstract":"","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102337"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548116","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":"Writing quality from different latent profiles of revision subprocesses in upper-primary students","authors":"Olga Arias-Gundín ,&nbsp;Celestino Rodríguez ,&nbsp;José Carlos Núñez ,&nbsp;Gert Rijlaarsdam ,&nbsp;Paula López","doi":"10.1016/j.cedpsych.2025.102353","DOIUrl":"10.1016/j.cedpsych.2025.102353","url":null,"abstract":"<div><div>Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102353"},"PeriodicalIF":3.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445558","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":"Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement","authors":"Leigh McLean ,&nbsp;Nathan Jones","doi":"10.1016/j.cedpsych.2025.102352","DOIUrl":"10.1016/j.cedpsych.2025.102352","url":null,"abstract":"<div><div>Processes of classroom emotional transmission have been identified whereby the emotions expressed by an individual are induced in others, with particular attention paid to how this unfolds among teachers and their students. However, there is still much to be clarified about how teachers’ and students’ emotions transmit in the classroom, including the extent to which the teachers’ observable emotional expressions are meaningful for students’ learning experiences and the potential context-specificity of these associations. In the present study, we introduce the Teacher Affect Coding System (TACS), a new observational measure of teachers’ emotional expressions and use data from this measure to describe the factor structure and nature of these emotional expressions as teachers instruct in mathematics and English language arts (ELA). We then use TACS data in combination with students’ self-reports of their content area enjoyment, anxiety, and behavioral engagement to conduct an exploratory analysis of the associations among teachers’ expressions and their students’ learning-related emotions and behaviors in each content area. Participants included 65 fourth-grade teachers and 805 students recruited from a Southwestern U.S. state. Confirmatory factor analyses revealed four factors differentiating between positive and negative emotions in each content area. Descriptive analyses indicated that teachers displayed more positive emotions than negative, and that emotional expressions were fairly consistent across content areas. Path analyses revealed that teachers’ negative emotional expressions in ELA were associated with reduced student ELA enjoyment and engagement, and negative emotional expressions in mathematics were associated with reduced student mathematics engagement. Findings speak to the importance of teacher training and professional learning opportunities focusing on emotional regulation skills among elementary teachers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102352"},"PeriodicalIF":3.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420582","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":"Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors","authors":"Blake D. Ebright-Jones ,&nbsp;Kai S. Cortina ,&nbsp;Nicole Mahler ,&nbsp;Kevin F. Miller","doi":"10.1016/j.cedpsych.2025.102351","DOIUrl":"10.1016/j.cedpsych.2025.102351","url":null,"abstract":"<div><div>With mobile eye tracking, we recorded in 46 classrooms how often teachers focused on each student during a regular classroom period. We matched data with video footage identifying student behaviors that violated classroom norms. We found different profiles of behavior by student gender and race and differences in teacher responses based on the type of norm violation and teacher expertise. Teachers did not focus on one gender more than another, but they looked at Black students more often than at White students. Teachers observe Black students violating norms more often than White students, but only for infractions that indicate active participation. This corroborates Black students’ perception that teachers scrutinize their behavior more. While this could indicate a sensitivity to pedagogical needs, we interpret it as teacher bias with potentially drastic downstream effects.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102351"},"PeriodicalIF":3.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388225","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":"“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry","authors":"Hyewon Lee ,&nbsp;Shirley L. Yu ,&nbsp;Tzu-Jung Lin ,&nbsp;Minjung Kim","doi":"10.1016/j.cedpsych.2025.102349","DOIUrl":"10.1016/j.cedpsych.2025.102349","url":null,"abstract":"<div><div>High effort is critical to complete difficult introductory courses in Science, Technology, Engineering, and Mathematics (STEM) fields. However, high effort can be negatively related to science self-concept (SC) as it can indicate a lack of brilliance in STEM. Further, this relation can be more pronounced for women due to gender stereotypes. To address gender differences in the relations between perceived effort and science SC, in this study, we measured two types of perceived effort: (1) <em>criterion effort</em> (the perception of trying hard) and (2) <em>comparative effort</em> (the perception of trying harder than others), and we examined possible gender differences in their correlates. Overall, we examined whether and to what extent reciprocal relations among two types of perceived effort, science SC, and achievement differ as a function of gender over the course of a semester in introductory chemistry. We utilized multiple-group latent cross-lagged panel analysis with undergraduate students (<em>N</em> = 690) in introductory chemistry courses in the U.S. Our findings indicate (a) positive roles of criterion effort for women, (b) negative roles of comparative effort for both genders, and (c) reciprocal relations between two types of perceived effort and achievement, which were more pronounced for women, in introductory chemistry. These findings suggest that promoting criterion effort and deemphasizing comparative effort will ultimately encourage science SC and success for both genders in STEM.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102349"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395525","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}

{"title":"Confusion and confusion regulation: An empirical investigation of the emotion regulation in achievement situations model","authors":"Krista R. Muis ,&nbsp;Martina Kohatsu ,&nbsp;Reinhard Pekrun ,&nbsp;Shasha Li","doi":"10.1016/j.cedpsych.2025.102350","DOIUrl":"10.1016/j.cedpsych.2025.102350","url":null,"abstract":"<div><div>We examined the antecedents and consequences of confusion and confusion regulation during complex statistics problem-solving. One hundred sixty-eight university students from Canada, the US, and the UK reported their trait-like habitual confusion regarding statistics, and perceptions of control for solving complex statistics problems. After learning about the binomial theorem, students were asked to solve three complex statistics problems. A think-emote-aloud protocol was used to capture confusion and confusion regulation during problem-solving. Following problem completion, students reported the intensity of the confusion they felt during problem-solving, their perceptions of control during problem-solving, along with the frequency with which they used confusion regulation strategies, including competence development, cognitive reappraisal, expressive suppression, and control-focused strategies. Path analyses revealed that initial confusion about statistics negatively predicted students’ initial perceived control for the task, and that initial perceived control negatively predicted confusion experienced during problem-solving. Initial perceived control also served as a positive antecedent to competence development. Confusion did not predict any confusion regulation strategies but moderated cognitive reappraisal and suppression whereby only higher levels of confusion predicted higher levels of those two strategies. Confusion during problem-solving also negatively predicted perceived control during problem-solving, which subsequently predicted problem-solving achievement. Finally, competence development and the use of control-focused strategies positively predicted perceived control during problem-solving. Results indicate that perceived control serves as an important antecedent to confusion regulation, that confusion moderates these relations, and support the reciprocity of Emotions in Achievement Situations (ERAS) model.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102350"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376564","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":"Testing a weekly utility value intervention in college physics and chemistry courses","authors":"Patrick N. Beymer ,&nbsp;Emily Q. Rosenzweig","doi":"10.1016/j.cedpsych.2025.102348","DOIUrl":"10.1016/j.cedpsych.2025.102348","url":null,"abstract":"<div><div>We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which college students were asked to reflect on the value of course content using a brief writing prompt for 13 consecutive weeks in two separate courses: physics (<em>N</em> = 631) and chemistry (<em>N</em> = 1,348). We used a randomized controlled trial and examined effects on weekly course importance value, weekly course interest, final course interest, STEM career intentions, and performance. Multilevel modeling and linear regression revealed that in both courses, those who participated in the weekly UVI had higher average weekly importance value (<em>d</em>_physics = 0.20, <em>d</em>_chemistry = 0.08) and weekly interest (<em>d</em>_physics = 0.18, <em>d</em>_chemistry = 0.10) compared to those in the control group. In chemistry, the weekly UVI was also found to be effective in increasing final course interest (<em>d</em> = 0.10) and STEM career intentions (<em>d</em> = 0.11). In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group (<em>d</em>_{raciallymarginalized} = 0.48, <em>d</em>_{nonraciallymarginalized} = 0.04). Finally, in chemistry, the weekly UVI increased course grades for women, when compared to women in the control group (<em>d</em>_women = 0.08, <em>d</em>_men = 0.07). The positive effects on weekly importance value and interest in both courses demonstrate the potential of brief weekly motivational interventions that do not require extensive instructor burden for enhancing college students’ STEM interest and participation. However, mixed long-term effects, course-specific effects, and inconsistent patterns of moderation point to important boundary conditions that may constrain the effectiveness of weekly UVIs unless researchers take steps to mitigate them in future research.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102348"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376565","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}

{"title":"Black university students’ lived connections between classroom assessment and motivation","authors":"Lia M. Daniels,&nbsp;Sarah Ferede,&nbsp;Zalika Scott-Ugwuegbula","doi":"10.1016/j.cedpsych.2025.102347","DOIUrl":"10.1016/j.cedpsych.2025.102347","url":null,"abstract":"<div><div>Most school systems involve an implicit connection between classroom assessment and student motivation. How visible minority students, particularly students who are Black, experience this connection given the historical and ongoing racism associated with assessment practices, is unknown. This study aimed to understand how Black students in North American post-secondary settings experience assessment and its association with motivation. Using an interpretive phenomenological analysis, we conducted focus groups with 20 Black students with various cultural backgrounds to discern connections between assessment and motivation in the North American context. We identified three overarching themes that described how participants connect assessment with motivation: the reality of being Black; a combined desire and need to excel; and nuances of the assessment and environment. The examples participants shared align with much of the existing literature documenting the tension between experiences of anti-black racism and individual and familial expectations for success, that create importance around assessment and sustain motivation. We discuss the results in light of the attitude-achievement paradox and provide recommendations for instructors regarding the assessment climate.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102347"},"PeriodicalIF":3.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143309970","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}