Contemporary Educational Psychology最新文献

{"title":"Computer-based multimedia testing: Effects of static and animated representational pictures and text modality","authors":"Tom Ehrhart,&nbsp;Marlit Annalena Lindner","doi":"10.1016/j.cedpsych.2023.102151","DOIUrl":"10.1016/j.cedpsych.2023.102151","url":null,"abstract":"<div><p>Static representational pictures (RPs) have been focused in research on the multimedia effect in testing and might be especially important in arithmetical word problems, which require a multi-stage mental processing to segment the task. To further highlight the task segments visually, dynamic visualizations could help. However, conventional animations might not apply to this context and the role of dynamic visualizations with temporal segmentations (i.e., animated RPs) is unexplored. This classroom experiment with 456 students investigated multimedia and modality effects in 24 mathematical word problems. Our 3 × 2 mixed design included three multimedia conditions (static RPs, animated RPs, and text-only) and two modality conditions (written text vs spoken text). We investigated effects on response correctness, metacognitive ratings, item-solving satisfaction and time on task. Both static and animated RPs increased response correctness, item-solving satisfaction, and metacognitive ratings compared to text-only. Time on task was affected in distinctive ways in both RP conditions and also varied depending on text modality. Spoken text barely increased response correctness in animated RP items but not at all in static RP items. Moderator analyses revealed that the effects of static and animated RPs on response correctness were dependent on the text modality but varied across school types and the level of mathematical prior knowledge. For students at non-academic-track schools or with low prior knowledge, static and animated RPs improved response correctness compared to text-only across both modalities. For students at academic-track schools or with high prior knowledge, mainly combinations of static or animated RPs with spoken text were effective.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43023787","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":"Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes","authors":"Debra McKeown ,&nbsp;Kay Wijekumar ,&nbsp;Julie Owens ,&nbsp;Karen Harris ,&nbsp;Steve Graham ,&nbsp;Puiwa Lei ,&nbsp;Erin FitzPatrick","doi":"10.1016/j.cedpsych.2023.102152","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102152","url":null,"abstract":"<div><p>Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated strategy development (SRSD), an evidence-based writing intervention, to support student persuasive and informational writing as well as performance on the state standardized writing exam. This multi-site cluster randomized controlled study evaluated the effectiveness of SRSD on student writing outcomes including prompt adherence, elements, and holistic quality. Multilevel modeling analysis was used to evaluate data from 418 fourth -grade students (256 treatment, 162 control) nested across 33 classes (n = 17 treatment taught by 8 departmentalized teachers; 16 control, 9 departmentalized teachers) within 11 schools randomly assigned to condition. Teachers implemented SRSD with high fidelity (M = 92%; range 91–100%). SRSD had a statistically significant and large effect on prompt adherence (p &lt; .001; Hedges’ g = 1.87), elements (p &lt; .001; Hedges’ g = 0.84) and holistic scores (p &lt; .001; Hedges’ g = 0.87), while holding gender and pretest scores constant. Effects of SRSD on all writing measures were not significantly moderated by students’ gender, students’ pretest scores, or schools’ pretest scores. There were complications with teacher observations, especially related to technology. Limitations and future directions are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49748092","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":"Longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ English achievement and future choice intentions","authors":"Linjia Zhang,&nbsp;Yi Jiang,&nbsp;Shuyu Chen","doi":"10.1016/j.cedpsych.2023.102176","DOIUrl":"10.1016/j.cedpsych.2023.102176","url":null,"abstract":"<div><p>We investigated the longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ educational outcomes in the English domain across one year. The latent cross-lagged model based on a sample of 690 Chinese middle school students revealed significant reciprocity between self-efficacy and effort cost. Prior effort cost also emerged as a significant predictor of later interest value. These findings suggest that effort cost plays an important role in the development of students’ academic motivation in English. In addition, self-efficacy and effort cost significantly predicted academic achievement, whereas self-efficacy and interest value significantly predicted future choice intentions. These results indicate the importance of considering students’ expectancy, value, and cost beliefs together to better understand their motivational processes in the school setting.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49561318","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 quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school","authors":"Vanessa A. Völlinger ,&nbsp;Dirk Lubbe ,&nbsp;Lisa-Kristin Stein","doi":"10.1016/j.cedpsych.2023.102180","DOIUrl":"10.1016/j.cedpsych.2023.102180","url":null,"abstract":"<div><p>Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (<em>N</em> = 187) and control group (<em>N</em> = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (<em>d</em> = 0.15) but not at the follow-up test (<em>d</em> = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292645","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":"Understanding Chinese children’s word reading by considering the factors from cognitive, psychological and ecological factors","authors":"Duo Liu ,&nbsp;Lei Wang ,&nbsp;Zhengye Xu ,&nbsp;Miao Li ,&nbsp;R. Malatesha Joshi ,&nbsp;Ning Li ,&nbsp;Xinyong Zhang","doi":"10.1016/j.cedpsych.2023.102163","DOIUrl":"10.1016/j.cedpsych.2023.102163","url":null,"abstract":"<div><p>Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children’s demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949947","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":"How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school","authors":"Sofie Henschel,&nbsp;Malte Jansen,&nbsp;Rebecca Schneider","doi":"10.1016/j.cedpsych.2023.102161","DOIUrl":"10.1016/j.cedpsych.2023.102161","url":null,"abstract":"<div><p>We examined associations between the explicit mathematics-related gender stereotypes of students, parents, teachers, and classmates and students’ motivational-affective outcomes in mathematics (self-concept, interest, anxiety) at the end of Grade 9. Based on representative data from the German Trends in Student Achievement 2018 study (<em>N</em> = 30,019), results of latent multilevel mixture models show that boys’ and girls’ explicit beliefs in the stereotype favoring their own gender in-group (i.e., boys’/girls’ belief that boys/girls do better at mathematics) were related to higher levels of self-concept and interest and to lower anxiety. Parents’ gender stereotypes showed an incremental association with all three outcomes for girls but only with mathematics self-concept for boys. Gender stereotypes of teachers were not related to students’ outcomes. However, classmates’ stereotypes favoring girls or boys in mathematics were negatively associated with outcomes of the positively stereotyped group. Thus, a male student in a classroom with classmates who share the traditional stereotype that boys do better at mathematics than girls would hold a lower self-concept and interest and higher anxiety level after controlling for the beneficial individual association of himself having the same belief and his motivational and affective outcomes. Similarly, a girl’s motivational-affective outcomes would be more favorable in the same environment characterized by the shared traditional stereotype of mathematics as a male domain after controlling for the negative individual association. Shared stereotypes in the classroom could thus trigger social comparison processes to which students are more susceptible than to stereotypes of their teachers.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41409781","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":"Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets","authors":"Connie Barroso ,&nbsp;Colleen M. Ganley ,&nbsp;Robert C. Schoen ,&nbsp;Christopher Schatschneider","doi":"10.1016/j.cedpsych.2023.102179","DOIUrl":"10.1016/j.cedpsych.2023.102179","url":null,"abstract":"<div><p>Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46491040","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":"Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback","authors":"Yong Wu ,&nbsp;Christian D. Schunn","doi":"10.1016/j.cedpsych.2023.102160","DOIUrl":"10.1016/j.cedpsych.2023.102160","url":null,"abstract":"<div><p>To deepen understanding of learning through peer feedback, the current study investigated the relationships between different peer feedback activities (organized into constructive vs active activities) and learning (i.e., transfer to new tasks), examining the nature of activities within provided feedback, received feedback, and revisions in response to feedback. Across five US high schools, 367 students in Advanced Placement classes participated, implementing common assignments and peer assessment rubrics. Provided/received comments and revisions in one assignment, and writing improvements observed in a second assignment were exhaustively coded and subjected to hierarchical model regression analyses. Results showed that constructive activities (providing explanations and making revisions after receiving explanations or providing suggestions) were consistently associated with learning, whereas passive (e.g., receiving feedback without making revisions) or active activities (e.g., implementing specific suggestions) were not. Further, the effects of received feedback on learning were mediated by the number of revisions. Theoretical and practical implications of the findings are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46667460","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":"Searching for short-term motivational alignment and spillover effects: A random intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs","authors":"Daria K. Benden,&nbsp;Fani Lauermann","doi":"10.1016/j.cedpsych.2023.102166","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102166","url":null,"abstract":"<div><p>Students’ expectancy and value beliefs about math influence their academic choices and success in math-intensive study programs. Short-term declines in these motivational beliefs can serve as early warning signs of academic difficulties and dropout. However, such short-term motivational changes are underresearcherd. Based on Eccles et al.’s (2020) situated expectancy-value theory, this study analyzed <em>within-person</em> changes in the associations among students’ course-specific (summative) or week-specific (situated) expectancies and task values in gateway math courses for students in physics, math, or math teacher education majors (<em>N</em> = 773). Random intercept cross-lagged panel models showed increasing within-person alignment between students’ course-specific expected success and intrinsic/utility values (but not costs) over one semester. This alignment was linked to unidirectional spillover (i.e., cross-lagged) effects from expectancy to intrinsic/utility values. Students’ week-specific expectancy-value beliefs, reported at the beginning of the semester, showed no significant alignment and spillover effects. Differences in students’ course- or week-specific expectancy-value beliefs favored male and higher-achieving students and were largely time-invariant. Alignment between course-specific expectancy and value beliefs was higher for students who failed or dropped out of their math courses compared to those who succeeded. Greater motivational alignment can thus indicate greater disengagement from (math) coursework in challenging academic contexts. These findings highlight the importance of differentiating between-person and within-person motivational processes, suggest that summative versus situation-specific assessments of motivational beliefs may show different developmental patterns, and demonstrate that motivational alignment and spillover effects can be a sign of maladaptive motivational processes concerning students’ persistence in challenging STEM contexts.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49748268","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":"School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering","authors":"Herbert W. Marsh ,&nbsp;Oliver Lüdtke ,&nbsp;Reinhard Pekrun ,&nbsp;Philip D. Parker ,&nbsp;Kou Murayama ,&nbsp;Jiesi Guo ,&nbsp;Geetanjali Basarkod ,&nbsp;Theresa Dicke ,&nbsp;James N. Donald ,&nbsp;Alexandre J.S. Morin","doi":"10.1016/j.cedpsych.2023.102170","DOIUrl":"10.1016/j.cedpsych.2023.102170","url":null,"abstract":"<div><p>The school principal’s job is increasingly demanding and complex, but school principal well-being is understudied. Self-efficacy and job satisfaction are critical constructs for studying school principals’ well-being, and self-efficacy is a core predictor of job satisfaction. Cross-sectional research typically assumes a unidirectional ordering; self-efficacy predicts (and leads to) job satisfaction, not the reverse. However, this unidirectional ordering is inconsistent with theoretical models positing a bidirectional (reciprocal) ordering. Furthermore, the assumption is largely untested with appropriate longitudinal data and statistical models. We evaluated the directional ordering of job satisfaction and self-efficacy for a large (<em>N</em> = 5663), nationally representative, longitudinal (nine annual waves) sample of Australian school leaders. Job satisfaction and self-efficacy were moderately correlated within waves and over time. Consistently with theoretical models and a priori predictions, the two constructs were reciprocally related over time; prior measures of each had small statistically positive effects on subsequent measures of the other, with no evidence of directional predominance of one over the other. Support for reciprocal effects was remarkably consistent across competing cross-lag-panel models, multiple tests of the consistency of effects over time (measurement invariance and stationarity), control for covariates, and the addition of lag-2 paths. Methodologically, we critique competing models that estimate cross-lagged effects and evaluate directional ordering from within- and between-person perspectives. We demonstrate the value of both approaches in achieving a robust framework for assessing longitudinal panel models.. Our substantive-methodological synergy has important substantive implications for theory, policy, and practice—showing that school-leader job satisfaction and self-efficacy are mutually reinforcing.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42140382","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}