Contemporary Educational Psychology最新文献

{"title":"Working memory growth and early Spanish reading interact to shape reading and math gains for Spanish-English emergent bilinguals","authors":"Ye Shen","doi":"10.1016/j.cedpsych.2025.102366","DOIUrl":"10.1016/j.cedpsych.2025.102366","url":null,"abstract":"<div><div>Using a nationally representative sample of Spanish-English emergent bilinguals (EBs), I explored the heterogenous latent growth profiles of working memory (WM) trajectories and how children with different WM trajectories vary in their reading and math gains across primary years. Latent class growth analysis revealed three distinct growth trajectories of WM capacity, showing patterns of High Baseline, Low Growth; Moderately Low Baseline, High Growth; and Moderately Low Baseline, Moderate Growth. Children in these three profiles differed on reading and math gains, showing groups with higher baseline and/or faster growth rate of WM having greater reading and math gains. Results also showed that as Spanish-English EBs’ early Spanish reading skills increased, children in the High Baseline, Low Growth group gained more in reading and math, compared to those in the Moderately Low Baseline, High Growth group. Our findings highlight that WM and early Spanish reading may be considered jointly in screening process and designing tailored interventions to meet the diverse needs of Spanish-English EB children and facilitate their development in academic skills.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102366"},"PeriodicalIF":3.9,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847802","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 mediation role of executive functions as predictors between physical activity and academic performance in high school students","authors":"Fernando Martín-Bozas ,&nbsp;Elena Escolano-Pérez ,&nbsp;Marta Bestué-Laguna","doi":"10.1016/j.cedpsych.2025.102364","DOIUrl":"10.1016/j.cedpsych.2025.102364","url":null,"abstract":"<div><div>Several studies have highlighted the intricate interplay between physical activity, executive functions, and academic performance. However, the nuanced relationships among these variables necessitate further investigation into the roles of physical activity and executive functions as predictors or mediators of academic success. A study was conducted with a convenience sample comprising 172 Spanish high school students. This study assessed physical activity levels, executive functions (specifically focusing on cognitive components such as attention and inhibition, as well as the affective component of emotional regulation), and academic performance. The findings revealed several key insights: firstly, both physical activity and cognitive executive functions (specifically attention and inhibition) emerged as significant predictors of academic performance. However, emotional regulation did not show a significant predictive relationship. Secondly, cognitive executive functions (attention and inhibition) were found to partially mediate the association between physical activity and academic performance. These results suggest that interventions targeting improvements in both physical activity levels and cognitive executive functions, particularly attention and inhibition, may yield positive outcomes in terms of academic performance among students in compulsory secondary education.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102364"},"PeriodicalIF":3.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143824088","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":"Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships","authors":"Nicolas Hübner ,&nbsp;Naomi Winstone ,&nbsp;Samuel Merk ,&nbsp;John Hattie","doi":"10.1016/j.cedpsych.2025.102365","DOIUrl":"10.1016/j.cedpsych.2025.102365","url":null,"abstract":"<div><div>For decades, the feedback teachers give to students has been discussed as one of the most powerful predictors of students’ motivation and achievement. Previous studies have suggested that the type of feedback and its degree of elaboration, immediacy, and relatability are central to its effectiveness. However, these factors explain only some of the variability in the<!--> <!-->effects of feedback on students’ motivation and achievement. Thus, more recent work has proposed a shift toward models that more strongly emphasize the role of the student in the effectiveness of feedback. In this study, we answer the call for a stronger focus on the student when investigating the long-term interplay between students’ perceptions of teacher feedback and students’ motivation and achievement by using rich data from 2,121 German lower secondary school students who were repeatedly assessed in Grades 5 to 7. More specifically, we used full-forward cross-lagged panel models (FF-CLPMs) and random intercept cross-lagged panel models (RI-CLPMs) to investigate reciprocal relationships between students’ perceptions of different types of teacher feedback (i.e., at the self-level, the process level, and the self-regulation level) and students’ self-concept, intrinsic value, and achievement in mathematics. By considering these variables simultaneously, we found evidence of associations between prior self-concept, intrinsic value, achievement, and perceptions of different forms of subsequent teacher feedback. Furthermore, we found that prior perceptions of feedback were positively related to subsequent self-concept. Our results underscore the need to more thoroughly investigate how feedback is longitudinally and reciprocally related to students’ motivation and achievement.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102365"},"PeriodicalIF":3.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869236","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":"Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics","authors":"Jennifer Meyer ,&nbsp;Thorben Jansen ,&nbsp;Johanna Fleckenstein","doi":"10.1016/j.cedpsych.2025.102363","DOIUrl":"10.1016/j.cedpsych.2025.102363","url":null,"abstract":"<div><div>Feedback can be a powerful learning intervention and learners’ active engagement is assumed to be one of the most important determinants of feedback effectiveness. But not all students successfully engage with feedback. In the present study, we aimed to make students’ engagement with feedback visible by focusing on their text revisions as an indicator of feedback response. On the basis of theoretical models of feedback processing, we differentiated between behavioral nonengagement (i.e., not revising at all after receiving feedback) and unsuccessful engagement (i.e., revising after receiving feedback, but not improving in the process). Capitalizing on this distinction, we compared the characteristics of students in both groups with those of students who (successfully) engaged with the feedback. We provided automated computer-based feedback on a writing task to a sample of 937 students in lower secondary education in Germany (49% female, Grades 7[28%], 8 [29%], and 9[43%]), asking students to revise their texts according to the feedback. We found that 20% of the students did not make any revisions to their text after receiving feedback (nonengagement) and that 47% of the students did not improve their performance after working with the feedback during a text revision (unsuccessful engagement). Male students and students with lower cognitive abilities were more likely to show nonengagement. For unsuccessful engagement, cognitive abilities and the English grade were relevant predictors, hinting at the role that domain-specific competencies play in translating feedback into effective revision. We also found significant positive associations of intrinsic task value with successful feedback engagement. We discuss how future research could advance understanding of feedback processing by taking a more fine-grained approach to investigating feedback response.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102363"},"PeriodicalIF":3.9,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845039","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":"Investigating Adolescents’ Execution Speed of Social, Dimensional, and Temporal Comparisons","authors":"Jennifer Schumacher,&nbsp;Hella Hörsch,&nbsp;Fabian Wolff","doi":"10.1016/j.cedpsych.2025.102362","DOIUrl":"10.1016/j.cedpsych.2025.102362","url":null,"abstract":"<div><div>Social, dimensional, and temporal comparisons influence students’ academic self-concepts to different degrees. Typically, social comparison effects are stronger than dimensional comparison effects, which in turn are stronger than temporal comparison effects. A possible explanation for these different comparison effects could be differences in the cognitive processes involved in social, dimensional, and temporal comparisons. To gain insight into this issue, the present study addresses the execution speed of social, dimensional, and temporal comparisons using a response time experiment, in which <em>N =</em> 209 students (9th and 10th grade) were asked to evaluate their achievements in various subjects in relation to social, dimensional, and temporal comparison standards. Response times to social, dimensional, and temporal comparisons were compared using a repeated measures ANOVA and were found to be shortest for temporal comparisons and longest for social comparisons. Moreover, they were shorter when comparisons used non-specific comparison standards (i.e., multiple people/subjects/points in time) compared to specific comparison standards (i.e., single person/subject/point in time). Accordingly, temporal comparisons appear to facilitate the fastest execution speed, followed by dimensional comparisons, and then social comparisons. Furthermore, non-specific comparisons appear to facilitate a faster execution speed than specific comparisons.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102362"},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725317","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":"Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal?","authors":"Marc Clarà ,&nbsp;Alba Vallés ,&nbsp;Aina Franch ,&nbsp;Jordi Coiduras ,&nbsp;Patricia Silva ,&nbsp;Sílvia Cavalcante","doi":"10.1016/j.cedpsych.2025.102354","DOIUrl":"10.1016/j.cedpsych.2025.102354","url":null,"abstract":"<div><div>Today it is well established that the modification of cognitive appraisals –i.e. the way people represent the situations they face- is central to the development of teacher resilience. However, the understanding of the specific transformations in the appraisals that lead to this development is still incipient. This paper investigates a teacher’s spontaneous process of reappraisal –i.e. modification of appraisals-, occurring over a period of approximately two years, and identifies two narrative mechanisms of reappraisal connected to her improvement in teacher depersonalization. The understanding of these two mechanisms, called “elaboration of antecedents” and “identification,” enriches the existing research on reappraisal and has important implications for fostering the development of teacher resilience.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102354"},"PeriodicalIF":3.9,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143610664","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":"Methodological and theoretical guidance: Moving educational psychology towards anti-racist bodies of knowledge","authors":"Francesca López,&nbsp;Jessica T. DeCuir-Gunby","doi":"10.1016/j.cedpsych.2025.102337","DOIUrl":"10.1016/j.cedpsych.2025.102337","url":null,"abstract":"","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102337"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548116","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":"Writing quality from different latent profiles of revision subprocesses in upper-primary students","authors":"Olga Arias-Gundín ,&nbsp;Celestino Rodríguez ,&nbsp;José Carlos Núñez ,&nbsp;Gert Rijlaarsdam ,&nbsp;Paula López","doi":"10.1016/j.cedpsych.2025.102353","DOIUrl":"10.1016/j.cedpsych.2025.102353","url":null,"abstract":"<div><div>Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102353"},"PeriodicalIF":3.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445558","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":"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}