Contemporary Educational Psychology最新文献

{"title":"Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures","authors":"Junlin Yu ,&nbsp;Tieme Janssen ,&nbsp;Sibel Altikulaç ,&nbsp;Smiddy Nieuwenhuis ,&nbsp;Nienke van Atteveldt","doi":"10.1016/j.cedpsych.2025.102417","DOIUrl":"10.1016/j.cedpsych.2025.102417","url":null,"abstract":"<div><div>Mindsets impact learning by shaping students’ beliefs about effort and achievement goals, creating two distinct meaning systems: a growth mindset-mastery goal system and a fixed mindset-performance goal system. Recent studies reveal that students often hold more complex combinations (profiles) of mindset-related beliefs and goals. Yet, little is known about how these profiles change over time and the contextual factors that contribute to these changes. This longitudinal study used a pattern-oriented approach to investigate (a) the naturally occurring profiles based on students’ mindset, effort beliefs, and goals; (b) the stability and change in these profiles over time; and (c) the influence of perceived classroom goal structures on profile changes. The study followed 430 students (210 girls, <em>M</em>_age at Time 1 = 12.86 years) over the first two years of secondary school. Four consistent profiles were identified in both years: <em>Growth Mindset-Low Performance Goals</em>, <em>Growth Mindset-Moderate Performance Goals</em>, <em>Mixed Mindset-High Performance Goals</em>, and <em>Fixed Mindset-Disengaged</em>. Although the <em>Growth Mindset-Low Performance Goals</em> profile was the largest in the first year (32 %), there was a noticeable shift toward less desirable profiles over time, with the <em>Fixed Mindset-Disengaged</em> profile becoming the most common by the second year (33 %). Students who initially perceived high mastery and low performance-avoidance goal structures were more likely to belong to and remain in growth mindset profiles. These findings deepen our understanding of the nature, stability, and contextual influences on students’ mindset meaning systems.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102417"},"PeriodicalIF":3.8,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145217983","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":"Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach","authors":"Wonjoon Cha ,&nbsp;Sungwha Kim ,&nbsp;Hyun Ji Lee ,&nbsp;Eric M. Anderman","doi":"10.1016/j.cedpsych.2025.102415","DOIUrl":"10.1016/j.cedpsych.2025.102415","url":null,"abstract":"<div><div>Recent controversy surrounding the heterogeneous effects of growth mindset suggests the need to examine mindset meaning systems in diverse educational contexts. Employing a mixed-methods explanatory sequential design, we investigated the mindset meaning system in a competitive elite Korean high school. Quantitative results (<em>n</em> = 343) partially replicated Blackwell et al. (2007)’s findings, generally supporting the mindset meaning system (Dweck &amp; Yeager, 2019): growth mindsets were connected to mastery goals and positive effort beliefs, which were linked to effort-based strategies and lower helpless attributions, respectively. Neither growth mindset nor its motivational outcomes, however, were associated with academic achievement. Qualitative findings from purposefully selected interviewees with different mindset trajectories (<em>n</em> = 14) suggested individual and contextual factors potentially relevant in explaining the lack of association between mindset meaning systems and academic achievement. Student perceptions of mindsets were complicated and nuanced, with one salient aspect being domain-specificity. Regardless of their mindsets and attributions, students devoted increased effort and used strategies they deemed effective to overcome academic difficulties. Effort and strategies were also heavily emphasized in home and school contexts. Integrated findings suggest that while a growth mindset may not directly impact academic achievement in competitive settings, it can still foster adaptive motivation. In addition to promoting a growth mindset, encouraging students to recognize that effort and strategies may not always yield immediate academic success, and normalizing experiences of failure, can support their motivation in competitive learning environments. Further research should examine the mindset meaning system across diverse contexts to extend its applicability.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102415"},"PeriodicalIF":3.8,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145217984","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":"Microdynamics of discussions that support the growth of causal reasoning","authors":"Shufeng Ma ,&nbsp;Richard C. Anderson ,&nbsp;Tzu-Jung Lin ,&nbsp;Joshua A. Morris ,&nbsp;Jingjing Sun","doi":"10.1016/j.cedpsych.2025.102416","DOIUrl":"10.1016/j.cedpsych.2025.102416","url":null,"abstract":"<div><div>This study aims to understand the construction of multilink causal reasoning chains during collaborative discussions in elementary school classrooms. The construction of reasoning chains was investigated in 24 collaborative discussions involving 160 underserved fifth-grade children. The effects of moment-by-moment situational influences on seven causal chain models were tracked in the discussions. A temporal analysis of chain production indicated that the construction of causal chains accelerated over the course of the discussions. The turn-by-turn analysis of chain construction revealed that once a causal chain was initiated, it was likely to continue for at least three speaking turns. Agreement among group members and support from leaders and socially centered students extended the chain of reasoning. However, refutation and disagreement stopped the chain because the group had to resolve disputed ideas in order to develop a shared understanding. Students’ redirection of the topic served as a resetting mechanism for the chaining process. Once the topic was reset by a student, it was more likely for the current speaker to start a causal chain. Overall, the microgenetic analysis of the moment-by-moment exchanges within groups of children provides a more complete and precise picture of the process from which an important new intellectual competency emerges.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102416"},"PeriodicalIF":3.8,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145155578","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":"A renaissance in feedback science? Reviewing and reimagining feedback research methods","authors":"Carlton J. Fong","doi":"10.1016/j.cedpsych.2025.102414","DOIUrl":"10.1016/j.cedpsych.2025.102414","url":null,"abstract":"<div><div>Receiving performance or instructional feedback is an essential feature of learning environments and a seemingly omnipresent topic in the field of educational psychology. In this commentary for the special issue “Advancing Feedback Research in Educational Psychology: Insights into Feedback Processes and Determinants of Effectiveness,” I critically examine key methodological dimensions of feedback research, including the nature of outcome measures, units of analysis, and research designs commonly employed in the field. I then offer reflections on notable advancements in feedback science, drawing on methodological insights from the diverse set of studies featured in this special issue. Finally, I propose future directions for feedback research in education and encourage greater attention paid to social dynamics, culture, and criticality in feedback science. In doing so, I advocate for a renewed scholarly agenda—a potential “renaissance” in feedback science—that embraces more nuanced, contextually grounded, and theoretically informed approaches to understanding feedback processes within contemporary teaching, learning, and assessment environments.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102414"},"PeriodicalIF":3.8,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118930","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":"Critical thinking education to decrease conspiracy and paranormal beliefs among secondary school students: A phase I trial","authors":"Denis Caroti ,&nbsp;Jais Adam-Troian ,&nbsp;Manon Theraud ,&nbsp;Virginie Bagneux","doi":"10.1016/j.cedpsych.2025.102413","DOIUrl":"10.1016/j.cedpsych.2025.102413","url":null,"abstract":"<div><div>Unfounded beliefs (UB), specifically paranormal and conspiracy beliefs, are not in accordance with knowledge and evidence of contemporary science and lead to public health risks (e.g., vaccine hesitancy) and societal hazards (e.g., anti-democratic attitudes). Effective educational interventions for K-12 contexts remain scarce. This phase I randomized-controlled trial evaluated a critical thinking (CT) intervention among secondary school students in France (8th and 9th graders, n = 135). The intervention, consisting of an 8-hour standardized CT education intervention, delivered in eight weekly 1-hour sessions, aimed to improve rational judgment by targeting cognitive processes linked to UB (e.g., overreliance on intuition, ontological confusions). Compared to a control group, children receiving the intervention showed reduced conspiracy beliefs post-intervention (d = 0.56) and at follow-up (d = 0.53). Paranormal beliefs showed a smaller immediate reduction (d = 0.49) but returned to baseline after one month. This is the first randomized trial demonstrating a feasible, standardized CT intervention reducing both paranormal and conspiracy beliefs in secondary school students.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102413"},"PeriodicalIF":3.8,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099983","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":"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}