Contemporary Educational Psychology最新文献_第2页

Educators’ perceptions of expectancy, value, and cost for supporting student emotions 教育工作者对支持学生情感的期望、价值和成本的看法

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-14 DOI: 10.1016/j.cedpsych.2024.102294

Emily Grossnickle Peterson , Allison Zengilowski

{"title":"Educators’ perceptions of expectancy, value, and cost for supporting student emotions","authors":"Emily Grossnickle Peterson , Allison Zengilowski","doi":"10.1016/j.cedpsych.2024.102294","DOIUrl":"10.1016/j.cedpsych.2024.102294","url":null,"abstract":"<div><p>Students’ emotions impact their learning and motivation. Yet, little is known about how educators perceive the role of student emotions during learning. In this mixed-methods study, we used Situated Expectancy Value Theory to investigate educators’ perceptions of student emotions during learning. Educators, primarily teachers, (N = 188) completed a survey about one of the following randomly assigned emotions: curiosity, interest, confusion, or frustration. The survey included questions about perceived expectancies, values, and costs associated with supporting student emotions during learning. Open-ended questions probing educators’ explanations of their responses were coded to understand factors associated with expectancy, value, and cost perceptions. From quantitative and qualitative data, we noted three integrative findings. First, educators reported relatively high levels of expectancy beliefs for supporting student emotions informed by their teaching experience and the extent to which they had developed tools and strategies to respond to student emotions. Second, perceptions of value depended on the emotion under consideration; positive emotions were valued more than negative ones, and the ways in which educators understood emotions as facilitating learning was specific to the given emotion. Third, despite identifying challenges such as the time and effort it takes to support student emotions, educators tended to push back against the idea that emotions have a cost during learning. Findings have implications for supporting educators as they navigate student emotions during learning and contribute to ongoing debates about the extent to which certain emotion and motivation constructs, especially interest and curiosity, are differentiated.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000390/pdfft?md5=3d73ec4614212b061ce1c77144c47771&pid=1-s2.0-S0361476X24000390-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401553","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}

引用次数: 0

Supporting secondary students’ climate change learning and motivation using novel data and data visualizations 利用新颖数据和数据可视化支持中学生学习气候变化知识并激发他们的学习动机

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-10 DOI: 10.1016/j.cedpsych.2024.102285

Ian Thacker

{"title":"Supporting secondary students’ climate change learning and motivation using novel data and data visualizations","authors":"Ian Thacker","doi":"10.1016/j.cedpsych.2024.102285","DOIUrl":"10.1016/j.cedpsych.2024.102285","url":null,"abstract":"<div><p>National science standards at the secondary level currently recommend that students make sense of data constituting evidence of human-induced climate change; yet, secondary students continue to hold serious misconceptions about the topic. Thus, there is a need to create learning contexts that support climate change understanding, motivation, and data literacy for secondary students. The purpose of this preregistered study was to test an online intervention that presents novel climate change data and uses number-line data visualizations to support climate-change learning and motivation for secondary students. To this end, I conducted an experimental online study with 248 secondary students randomly assigned to either engage with the intervention, the intervention supplemented with number-line visualization feedback, or a control group. Findings revealed that the game conditions improved climate change knowledge and situated interest compared with the control, and knowledge effects were stronger among learners who expressed more openness to reason with belief-discrepant evidence. There were no significant effects of supplementing the game with number line feedback. Exploratory path analyses revealed that there were also indirect effects of the intervention on climate change learning, plausibility, and climate efficacy through epistemic emotions and motivation. Namely, the intervention was linked to these outcomes by decreasing boredom which predicted utility value and science interest. The study contributes to conversations around the role of data-literacy in supporting motivation for science learning and showcases an intervention that can be easily shared online.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141415083","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}

引用次数: 0

Learning about science topics of social relevance using lower and higher autonomy-supportive scaffolds 利用较低和较高的自主支持支架学习与社会相关的科学主题

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-06 DOI: 10.1016/j.cedpsych.2024.102284

Eric C. Schoute , Janelle M. Bailey , Doug Lombardi

{"title":"Learning about science topics of social relevance using lower and higher autonomy-supportive scaffolds","authors":"Eric C. Schoute , Janelle M. Bailey , Doug Lombardi","doi":"10.1016/j.cedpsych.2024.102284","DOIUrl":"10.1016/j.cedpsych.2024.102284","url":null,"abstract":"<div><p>Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two. Nearly 300 adolescent students in middle school, high school, and university courses completed two activities on scientific topics of social relevance (e.g., the climate crisis, fossils and fossil fuel use, water resources, and astronomical origins), with the less autonomy-supportive form being completed prior to the more autonomy-supportive form. In line with prior pilot studies, both scaffold types demonstrated significant pre- to post-instructional shifts in plausibility judgments toward the scientific model and gains in knowledge with small to medium effect sizes. A mediation model provided a robust replication of previous findings showing that the indirect path meaningfully linked greater levels of evaluation to more scientific plausibility judgments and topic knowledge, above and beyond the direct relational path linking greater levels of evaluation to topic knowledge. However, we found no difference in relations between the two scaffold types, counter to our hypothesis that the more autonomy-supportive version would lead to better outcomes. This suggests that the implementation of more autonomy-supportive learning environments may be conditional, opening up a promising avenue for additional research, such as looking at specific contexts and how activities could be sequenced to optimize learning.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401928","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}

引用次数: 0

Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective 本科生对教师心态和学习成绩的看法：动机氛围理论视角

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-01 DOI: 10.1016/j.cedpsych.2024.102280

Matthew H. Kim , Jaeyun Han , Kristen N. Buford , Jennifer L. Osterhage , Ellen L. Usher

{"title":"Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective","authors":"Matthew H. Kim , Jaeyun Han , Kristen N. Buford , Jennifer L. Osterhage , Ellen L. Usher","doi":"10.1016/j.cedpsych.2024.102280","DOIUrl":"10.1016/j.cedpsych.2024.102280","url":null,"abstract":"<div><p>Academic achievement depends not only on learners’ skill but also the psychological factors that arise during learning, such as the belief that intelligence improves with effort—a growth mindset. In addition to being guided by their own beliefs, students might use information present in their learning environments to imagine what their instructors believe about students’ abilities, and alter their engagement accordingly. The present study applies motivational climate theory to examine the association between individual and shared student perceptions of instructors’ ability mindset on their academic performance. Data from 5,057 undergraduate students and 94 instructors in a public research university in the United States, across academic disciplines and instructional modalities, revealed that students’ individual and aggregated perceptions of their instructors’ mindset, but not their own mindset or instructors’ self-reported mindset, were associated with final grades. Additionally, a moderation analysis revealed that the association between aggregated perceptions of students’ perceptions of their instructors’ fixed mindset and course performance was significant in STEM courses but not in non-STEM courses, possibly reflecting meaningful differences in disciplinary norms and traditions that could shape ability mindset. Shifting instructors’ framing about ability, classroom practices, and students’ understanding and interpretation of these environmental signals, could improve achievement outcomes.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141040259","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}

引用次数: 0

Revisiting the relation between academic buoyancy and coping: A network analysis 重新审视学业浮力与应对之间的关系：网络分析

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-01 DOI: 10.1016/j.cedpsych.2024.102283

David W. Putwain , Martin Daumiller , Tahrim Hussain , Reinhard Pekrun

{"title":"Revisiting the relation between academic buoyancy and coping: A network analysis","authors":"David W. Putwain , Martin Daumiller , Tahrim Hussain , Reinhard Pekrun","doi":"10.1016/j.cedpsych.2024.102283","DOIUrl":"10.1016/j.cedpsych.2024.102283","url":null,"abstract":"<div><p>Academic buoyancy, the capacity to respond to minor academic adversities, is expected to enable students to effectively deal with failure. Prior research, however, has shown negligible relations between buoyancy and coping, but only considered a limited set of coping strategies. In addition, academic buoyancy and effective coping are expected to positively relate to higher academic achievement. However, studies examining how coping could mediate relations from academic buoyancy to achievement are lacking. In the present study (N = 535 upper secondary students, mean age 16.4 years), we examined relations between students’ buoyancy, coping with an examination failure, and academic achievement. We considered an extensive set of nine coping strategies (five adaptive, four maladaptive) and used a novel network analysis, alongside traditional analytic approaches (correlation, structural equation modelling). Buoyancy and coping were assessed with self-report, and achievement from an end-of-year examination. Buoyancy was positively related with adaptive, and negatively with maladaptive, coping strategies both in structural equation modeling and in the network analysis. In addition, structural equation modeling showed positive and negative indirect relations between buoyancy and achievement that were mediated by adaptive coping strategies. Our findings suggest that buoyancy interventions to enhance adaptive, and reduce maladaptive, coping strategies could be suitable ways to help students overcome examination failure.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000286/pdfft?md5=c6c430566403f129a9b5f9160074e202&pid=1-s2.0-S0361476X24000286-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141278482","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}

引用次数: 0

The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect 元素互动性和心理预演对工作记忆资源耗竭和间隔效应的影响

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-01 DOI: 10.1016/j.cedpsych.2024.102281

Ouhao Chen , Bobo Kai Yin Chan , Ellie Anderson , Rory O’sullivan , Tim Jay , Kim Ouwehand , Fred Paas , John Sweller

{"title":"The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect","authors":"Ouhao Chen , Bobo Kai Yin Chan , Ellie Anderson , Rory O’sullivan , Tim Jay , Kim Ouwehand , Fred Paas , John Sweller","doi":"10.1016/j.cedpsych.2024.102281","DOIUrl":"10.1016/j.cedpsych.2024.102281","url":null,"abstract":"<div><p>The spacing effect occurs when learning with rest periods is superior to learning without rest periods. Cognitive load theory has explained this superiority by working memory resource depletion, under which resources are depleted during cognitive activity but restored with rest. In a series of four experiments involving 341 participants, we explored the relationships between the spacing effect, depletion of working memory resources, and mental rehearsal, particularly focusing on how these dynamics are influenced by task complexity as defined by element interactivity. Experiment 1 showed that materials with higher element interactivity had a greater impact on working memory resource depletion. In Experiment 2, using materials low in element interactivity, a spacing effect was obtained with no evidence of working memory resource depletion. Instead, results suggested that the effect might be due to mental rehearsal occurring during rest periods. Experiment 3, using more complex information, obtained both the spacing and working memory resource depletion effects for less knowledgeable learners for whom the information was high in element interactivity. In Experiment 4, testing more knowledgeable learners for whom the same information was lower in element interactivity, both effects disappeared. The results indicated that working memory resource depletion and recovery may be more sensitive to materials high in element interactivity and suggest that it is only one of multiple causes of the spacing effect.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000262/pdfft?md5=4753d694ca756c0dd36842ab8cf04d41&pid=1-s2.0-S0361476X24000262-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141137721","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}

引用次数: 0

Development in context: Comparing short-term trajectories of expectancy, task values, and costs in four university STEM courses 背景下的发展：比较四门大学 STEM 课程中期望值、任务价值和成本的短期轨迹

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-06-01 DOI: 10.1016/j.cedpsych.2024.102282

So Yeon Lee, Ella Christiaans, Kristy A. Robinson

{"title":"Development in context: Comparing short-term trajectories of expectancy, task values, and costs in four university STEM courses","authors":"So Yeon Lee, Ella Christiaans, Kristy A. Robinson","doi":"10.1016/j.cedpsych.2024.102282","DOIUrl":"10.1016/j.cedpsych.2024.102282","url":null,"abstract":"<div><p>University students studying science, technology, engineering, and mathematics (STEM) tend to lose motivation, on average, over time. However, detailed understanding of when and how students are most likely to lose motivation, as well as whether motivational trajectories differ across contexts, is lacking. Accordingly, we investigated trajectories of expectancy, task values, and perceived costs in four introductory STEM courses (<em>N</em> = 2,104). Latent change score models revealed nuanced patterns of change, indicating average motivational declines in expectancy and task values and average increases in cost perceptions observed in prior research tend to occur primarily at the beginning of the semester. Motivational trajectories also differed in the shape and timing of mean changes across the four STEM courses, suggesting motivational loss trends may not be universal. Variation in trajectories also related to course performance and major persistence, with different motivational beliefs playing different roles at various times in the semester. Findings highlighted the importance of early course performance in predicting motivational change, as well as the importance of motivational changes for short- and long-term outcomes. Findings underscore the contextualized nature of motivational constructs, as both change patterns and relations to correlates differed across settings, indicating a need for researchers to carefully consider how samples are aggregated and further uncover contextual features that shape motivation. Overall, our study findings add essential understanding of motivational strengths and needs in real-world classroom contexts, with implications for the design and timing of intervention for instructors by examining what developmental patterns are common across settings and which are more particular to specific settings.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141282108","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}

引用次数: 0

PhD students’ motivation profiles: A self-determination theory perspective 博士生的学习动机概况：自我决定理论视角

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-05-11 DOI: 10.1016/j.cedpsych.2024.102279

David Litalien , István Tóth-Király , Frédéric Guay , Alexandre J.S. Morin

{"title":"PhD students’ motivation profiles: A self-determination theory perspective","authors":"David Litalien , István Tóth-Király , Frédéric Guay , Alexandre J.S. Morin","doi":"10.1016/j.cedpsych.2024.102279","DOIUrl":"10.1016/j.cedpsych.2024.102279","url":null,"abstract":"<div><p>Previous research has underscored the importance of understanding the mechanisms that underpin the academic motivation of PhD students. This understanding is crucial for enhancing their educational experience and program completion rates. Based on self-determination theory, this person-centered study first investigated PhD students’ motivation profiles defined on their types of academic motivations. Second, we explored associations between these profiles and various predictors (need satisfaction and support) and educational outcomes (persistence, satisfaction, future intentions, and performance). Third, we systematically tested the similarity of these profiles and their associations with predictors and outcomes across subgroups of students based on sex, field of study, citizenship, and program progression. Using a sample of 1060 Canadian PhD students, four distinct profiles emerged from the latent profile analyses: <em>Low self-determined</em>, <em>Introjected</em>, <em>Identified</em>, and <em>High self-determined</em>. Profile membership was predicted by need satisfaction and perceived support from faculty members. The most desirable outcome levels were associated with the <em>High self-determination</em> profile, followed by the <em>Identified</em>, <em>Introjected</em> and <em>Low self-determined</em> profiles. These profiles and their associations with predictors and outcomes were highly similar across the different subgroups. From a practical perspective, our results allowed us to identify students with less optimal motivation configurations and to propose intervention strategies, particularly focused on students’ need for autonomy, to support more desirable motivational profiles.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000249/pdfft?md5=1d59f73d86131ec0f22e84ef57157351&pid=1-s2.0-S0361476X24000249-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141052698","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}

引用次数: 0

Does the Jigsaw method improve motivation and self-regulation in vocational high schools? 拼图法能否提高职业高中的学习动机和自我调节能力？

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-05-07 DOI: 10.1016/j.cedpsych.2024.102278

Mathilde Riant , Anne-Laure de Place , Pascal Bressoux , Anatolia Batruch , Marinette Bouet , Marco Bressan , Genavee Brown , Fabrizio Butera , Carlos Cepeda , Anthony Cherbonnier , Céline Darnon , Marie Demolliens , Olivier Desrichard , Théo Ducros , Luc Goron , Brivael Hémon , Pascal Huguet , Eric Jamet , Ruben Martinez , Vincent Mazenod , Pascal Pansu

{"title":"Does the Jigsaw method improve motivation and self-regulation in vocational high schools?","authors":"Mathilde Riant , Anne-Laure de Place , Pascal Bressoux , Anatolia Batruch , Marinette Bouet , Marco Bressan , Genavee Brown , Fabrizio Butera , Carlos Cepeda , Anthony Cherbonnier , Céline Darnon , Marie Demolliens , Olivier Desrichard , Théo Ducros , Luc Goron , Brivael Hémon , Pascal Huguet , Eric Jamet , Ruben Martinez , Vincent Mazenod , Pascal Pansu","doi":"10.1016/j.cedpsych.2024.102278","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102278","url":null,"abstract":"<div><p>Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students’ cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students’ motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140917752","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}

引用次数: 0

“My drawing is quite different!” Drawbacks of comparing generative drawings to instructional visuals "我的画与众不同将生成性绘画与教学视觉效果进行比较的缺点

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.cedpsych.2024.102277

Logan Fiorella , Allison J. Jaeger , Alexis Capobianco , Anna Burnett

{"title":"“My drawing is quite different!” Drawbacks of comparing generative drawings to instructional visuals","authors":"Logan Fiorella , Allison J. Jaeger , Alexis Capobianco , Anna Burnett","doi":"10.1016/j.cedpsych.2024.102277","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102277","url":null,"abstract":"<div><p>This study tested how prompting learners to compare their drawings to instructional visuals affects their perceived and actual performance. Undergraduates (<em>n</em> = 116) created two drawings while studying a text on the human circulatory system. Then they made a series of retrospective and prospective judgments of their drawing performance and prospective judgments of their comprehension. In a subsequent restudy phase, students were randomly assigned to either compare their drawings to instructional visuals (compare group; <em>n</em> = 56) or to restudy the text and review their drawings without receiving instructional visuals (control group; <em>n</em> = 60), followed by a series of new judgments of drawing and comprehension. All students then completed drawing and comprehension post-tests. Results indicated that comparing one’s drawings to instructional visuals caused students to become underconfident in the quality of their drawings (lower retrospective accuracy) and overconfident in their future drawing performance (lower prospective accuracy). Exploratory analyses indicated that the compare group tended to make surface-level (rather than conceptual) comparisons when processing the provided visuals, such as attending to the aesthetic style or conventions used in the instructional visuals. Furthermore, despite a strong link between drawing and comprehension performance, comparing drawings to instructional visuals did not significantly affect students’ judgments of comprehension. These findings highlight potential drawbacks of comparing generative drawings to instructional visuals in learning by drawing.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822283","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}

引用次数: 0