Contemporary Educational Psychology最新文献

{"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}

{"title":"An anti-colonial approach to deconstructing and reconstructing educational psychology theories","authors":"Korinthia D. Nicolai ,&nbsp;Tasneem L. Talib ,&nbsp;Stella Jackman-Ryan ,&nbsp;N. Leigh Boyd ,&nbsp;Allison Zengilowski ,&nbsp;Sarita Y. Shukla ,&nbsp;Jason A. Chen","doi":"10.1016/j.cedpsych.2025.102344","DOIUrl":"10.1016/j.cedpsych.2025.102344","url":null,"abstract":"<div><div>In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102344"},"PeriodicalIF":3.9,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165656","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":"Reclaiming and recasting: An anti-racist approach to psychometric instrument development","authors":"Angela M. White ,&nbsp;Christy M. Byrd ,&nbsp;Tanya A. Malloy","doi":"10.1016/j.cedpsych.2025.102340","DOIUrl":"10.1016/j.cedpsych.2025.102340","url":null,"abstract":"<div><div>The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby &amp; Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102340"},"PeriodicalIF":3.9,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165161","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":"Cultivating anti-coloniality: A framework for building critical educational psychology","authors":"Revathy Kumar","doi":"10.1016/j.cedpsych.2025.102338","DOIUrl":"10.1016/j.cedpsych.2025.102338","url":null,"abstract":"<div><div>Anti-coloniality is a critical way of analyzing the world. An anti-colonial attitude towards disciplinary knowledge seeks to challenge colonial legacies, promote diversity and inclusion, and contribute to more equitable and just forms of knowledge production. Such an attitude is essential for moving away from the predominantly Eurocentric roots of educational psychology and embracing a more inclusive, just, equity-focused, and culturally grounded understanding of the literature on human development, reasoning, perceptions, cognitions, emotions and motivations. The article emphasizes the importance of promoting epistemic justice by giving consideration to divergent perspectives when examining existing knowledge or creating new knowledge in educational psychology. In this context, in an effort to promote disciplinary theories and constructs that are informed by an anti-colonial attitude, the works of educational psychologists using such critical asset-based rather than deficit-based perspectives are highlighted. As argued, anti-coloniality will facilitate the building of critical educational psychology that advocates for a relativistic and interpretative understanding of theories to promote epistemic justice and equity in education and support disciplinary rigor through iterative theory building that is culturally and contextually grounded.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102338"},"PeriodicalIF":3.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165162","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":"Approaching Indigenous theoretical frameworks and quantitative research methods to improve Indigenous data","authors":"Jameson D. Lopez,&nbsp;Ruth Cuasialpud-Canchala","doi":"10.1016/j.cedpsych.2025.102339","DOIUrl":"10.1016/j.cedpsych.2025.102339","url":null,"abstract":"<div><div>This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the <em>SABER 11</em> test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102339"},"PeriodicalIF":3.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165157","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}