Contemporary Educational Psychology最新文献

{"title":"What is the effect of talking heads in educational videos with different types of narrated slides?","authors":"Christina Sondermann,&nbsp;Martin Merkt","doi":"10.1016/j.cedpsych.2023.102207","DOIUrl":"10.1016/j.cedpsych.2023.102207","url":null,"abstract":"<div><p>Video-based learning plays an increasingly important role and thus the optimal design of video-based learning materials attracts the attention of scientists and practitioners alike. In this context, producers of educational videos often include a talking head in their videos, although theory (e.g., cognitive theory of multimedia learning) also suggests potential disadvantages for this format. Since talking heads attract a lot of visual attention, further empirical research is necessary to investigate whether a talking head can hinder learning, especially presented next to graphic-based learning content. To address this research gap, we conducted two online experiments to investigate the effects of a talking head in educational videos with narrated slides (short slideshow lectures) on learning outcomes (i.e., factual knowledge acquisition) and participants’ subjective ratings of the learning material (e.g., perceived learning). In Experiment<!--> <!-->1 (<em>N</em> = 96), we varied whether the instructor’s talking head was present or absent in the videos as a between-factor, and whether the visual content on the slides was graphic-based (pictures, diagrams, maps) or text-based (bullet points) as a within-factor (slide type). In Experiment<!--> <!-->2 (<em>N</em> = 184), we additionally varied as a between-factor whether the contents appeared sequentially or statically all at once (presentation type). Our results showed that the talking head did not affect learning outcomes, regardless of slide type and presentation type of the videos suggesting that the inclusion of a talking head offers neither clear advantages nor disadvantages. Potential explanations for the findings and directions for future research are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"74 ","pages":"Article 102207"},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43493791","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 bioecological perspective on mindset","authors":"Matthew H. Kim","doi":"10.1016/j.cedpsych.2023.102173","DOIUrl":"10.1016/j.cedpsych.2023.102173","url":null,"abstract":"<div><p>Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102173"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach","authors":"Laura Diprossimo ,&nbsp;Anastasia Ushakova ,&nbsp;Jennifer Zoski ,&nbsp;Harrison Gamble ,&nbsp;Robin Irey ,&nbsp;Kate Cain","doi":"10.1016/j.cedpsych.2023.102165","DOIUrl":"10.1016/j.cedpsych.2023.102165","url":null,"abstract":"<div><p>Scaffolding features that provide multimodal support for the pronunciation and meaning of words are increasingly common in digital reading environments. These vocabulary scaffolds are intended to aid the accurate pronunciation and understanding of individual words in context, thus supporting both vocabulary development and comprehension of text. However, the evidence on their efficacy remains inconclusive. The present study adds to the evidence base by examining: 1) whether child characteristics predict the use of vocabulary scaffolds; 2) whether the use of vocabulary scaffolds is associated with reading comprehension performance; and 3) whether the association between the use of scaffolds and reading comprehension is modulated by child and/or item characteristics. A large cohort (N ∼ 120,000) of 5- to 8-year-old children in the United States interacted with a gamified digital reading environment with embedded vocabulary scaffolds, thereby generating a large observational dataset of user log files. Confirmatory analyses with Generalized Linear Mixed Models (GLMMs) indicated that children with lower literacy skills, beginning readers, girls, and bilingual students were more likely to use the scaffold. Overall, the use of scaffolds was associated with better reading comprehension performance. The association between the use of scaffolds and reading comprehension was modulated by both child and item characteristics. We conclude that vocabulary scaffolds may be promising tools to facilitate reading comprehension and reduce performance differences amongst diverse learners in digital reading environments. Educational implications and recommendations for future research are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102165"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48178503","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":"Performance during presentations: A question of challenge and threat responses?","authors":"Marco Schickel ,&nbsp;Nina Minkley ,&nbsp;Tobias Ringeisen","doi":"10.1016/j.cedpsych.2023.102168","DOIUrl":"10.1016/j.cedpsych.2023.102168","url":null,"abstract":"<div><p>The current study investigated how changes in psychological (cognitions and emotions) and physiological (cortisol concentrations) threat/challenge responses develop over the course of a presentation and whether initial intensity levels and their changes are related to self-efficacy and presentation performance. Based on the Trier Social Stress Test (TSST), 123 students held video-recorded presentations about their dream job, which were evaluated by three raters. Selfefficacy was measured before the TSST, saliva cortisol concentrations and psychological threat and challenge responses three times during the TSST. Data were analyzed with latent growth modeling. Threat and cortisol increased during the presentation, while challenge decreased. The growth curve coefficients of challenge correlated negatively with the respective coefficients of threat. Also, initial intensity of challenge responses correlated positively with corresponding cortisol concentrations. Higher self-efficacy was associated with higher initial intensity of challenge responses, lower corresponding concentrations of cortisol, and a smaller cortisol increase, but neither with the growth curve coefficients of threat responses nor with presentation performance. Better performance was associated with lower initial intensity of threat and a smaller increase in cortisol. Threat responses and increasing cortisol concentration appear to inhibit presentation performance, while self-efficacy may strengthen challenge responses and reduce corresponding levels of cortisol concentration as well as its increase.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102168"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269317","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":"Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals","authors":"Corwin Senko ,&nbsp;Gregory Arief D. Liem ,&nbsp;Thanita Lerdpornkulrat ,&nbsp;Chanut Poondej","doi":"10.1016/j.cedpsych.2023.102178","DOIUrl":"10.1016/j.cedpsych.2023.102178","url":null,"abstract":"<div><p>Achievement goal theory has evolved since introduced about 40 years ago. One of its newer variants is the goal complex model. It assumes that each achievement goal (i.e., performance or mastery) can be pursued for many reasons and, more provocatively, that the goal’s effects depend partly on why it is pursued. Clearly, the first task for this area is to identify likely goal pursuit reasons, develop and validate a measure of reasons, and chart the influence of those reasons. Progress remains limited, however. Nearly all studies have considered only a small set of reasons suggested predominantly by self-determination theory, overlooking several other plausible reasons. Nor is there an established measure of goal pursuit reasons. To overcome those limitations, the current study validated and tested a new goal complex measure that includes several additional goal pursuit reasons, both personal (e.g., pride) and social (e.g., to make close others proud, or to help or serve others) in nature. Two culturally distinct samples of university students – one from the USA (<em>n</em> = 400), the other from Thailand (<em>n</em> = 404) – completed the measure with performance goals in mind and then reported a diverse array of educational outcomes. Their results converge for the most part. In each sample, the new measure proved to have good structural validity and psychometric properties. Several goal complexes, including the new social ones, showed unique and often desirable relationships with outcomes, too. The findings raise several research directions and implications for achievement goal theory.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102178"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43373596","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 school-based intervention on elementary students’ school engagement","authors":"R. Azevedo ,&nbsp;P. Rosário ,&nbsp;J.C. Núñez ,&nbsp;G. Vallejo ,&nbsp;S. Fuentes ,&nbsp;P. Magalhães","doi":"10.1016/j.cedpsych.2023.102148","DOIUrl":"10.1016/j.cedpsych.2023.102148","url":null,"abstract":"<div><p>Prior research has reported signs of low engagement in the early stages of schooling. The present study assessed the effectiveness of a school-based intervention that promotes cognitive, emotional, and behavioral engagement in elementary school children through a story tool. The study followed a cluster-randomized design with 259 fourth graders nested in 12 classes; the classes, not the individuals, were randomly assigned to an intervention or control group. Both groups were assessed in four waves in two measures for each engagement dimension. Data were analyzed with a multilevel approach. Findings show that the intervention enhanced students’ cognitive, emotional, and behavioral engagement. Still, there is a delay before the intervention program exhibits a beneficial effect.</p><p>Moreover, gender discrepancies were found. Before the intervention, girls showed higher cognitive and emotional engagement, but boys exhibited higher emotional engagement after the intervention. In addition, current results indicate that the program benefited the boys more than the girls. Finally, there was no evidence that the engagement outcomes differed depending on the parent’s educational level. Findings provide valuable information for future research and educational practice.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102148"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45677216","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":"Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study","authors":"Xiuhong Tong ,&nbsp;Ming Ming Chiu ,&nbsp;Shelley Xiuli Tong Ph.D.","doi":"10.1016/j.cedpsych.2023.102153","DOIUrl":"10.1016/j.cedpsych.2023.102153","url":null,"abstract":"<div><p>Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102153"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children","authors":"Lindie van der Westhuizen,&nbsp;A. Katrin Arens ,&nbsp;Ulrich Keller ,&nbsp;Samuel Greiff ,&nbsp;Antoine Fischbach ,&nbsp;Christoph Niepel","doi":"10.1016/j.cedpsych.2023.102167","DOIUrl":"10.1016/j.cedpsych.2023.102167","url":null,"abstract":"<div><p>The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (<em>N</em> = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102167"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44509573","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":"Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions","authors":"Derya Turhan ,&nbsp;Anne Scheunemann ,&nbsp;Theresa Schnettler ,&nbsp;Lisa Bäulke ,&nbsp;Daniel O. Thies ,&nbsp;Markus Dresel ,&nbsp;Stefan Fries ,&nbsp;Detlev Leutner ,&nbsp;Joachim Wirth ,&nbsp;Carola Grunschel","doi":"10.1016/j.cedpsych.2023.102185","DOIUrl":"10.1016/j.cedpsych.2023.102185","url":null,"abstract":"<div><p>Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout symptoms <em>within</em> semesters, inter-individual differences in their development, and the role of their development for academic outcomes like student dropout are understudied. To complement this limited research, we used date of a three-wave longitudinal study with <em>N</em> = 1435 undergraduate students over one semester. First, we modeled <em>unconditional</em> second-order latent growth curves to examine the initial levels and trajectories of each burnout symptom (emotional exhaustion, cynicism, and reduced professional efficacy). We then modeled <em>conditional</em> second-order latent growth curves to examine whether initial levels and trajectories differed depending on students’ sociodemographic characteristics (gender, age, study progress, and academic major) and associated with students’ intentions to drop out from university. Results indicated a linear increase in student burnout symptoms over the semester. Sociodemographic differences existed in the initial levels of emotional exhaustion and reduced professional efficacy and the trajectories of each symptom. Generally, female, STEM, and higher- and lower- semester students were particularly affected by burnout symptoms. Further, higher initial levels and an increase in each symptom corresponded with higher dropout intentions. Summarizing, the results highlighted that student burnout symptoms increase as the semester progresses, seem more pronounced among certain student groups, and operate as strong predictors for dropout intentions.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102185"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41736867","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":"Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?","authors":"Livia Kuklick,&nbsp;Marlit Annalena Lindner","doi":"10.1016/j.cedpsych.2022.102146","DOIUrl":"10.1016/j.cedpsych.2022.102146","url":null,"abstract":"<div><p>The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of <em>corrective</em> feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (<em>N</em> = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., <em>Knowledge of Results</em> [KR], <em>Knowledge of Correct Response</em> [KCR], or <em>Elaborated Feedback</em> [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"73 ","pages":"Article 102146"},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502777","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}