Contemporary Educational Psychology最新文献

{"title":"Counterstories: Disrupting whiteness and heteronormativity in educational psychology research","authors":"Ji Hong ,&nbsp;Dionne Cross Francis ,&nbsp;Faqryza Ab Latif ,&nbsp;Taylor Roloff ,&nbsp;Jing Zhao ,&nbsp;Paul Schutz","doi":"10.1016/j.cedpsych.2025.102343","DOIUrl":"10.1016/j.cedpsych.2025.102343","url":null,"abstract":"<div><div>In this article, we demonstrate how incorporating tenets of Critical Race Theory (CRT), in particular the centrality of race and racism, intersectionality, and counterstories, can give visibility, voice, and agency to multiple marginalized and underrepresented (MMU) teachers’ experiences while challenging majoritarian perspectives. In particular, we discuss our ontological and epistemological assumptions, which counter the objective, value-free assumptions, and how they align with the methodological approach of critical narrative inquiry. We provide useful guidelines for “how to” conduct critical research, in relating with participants, collecting data, analyzing data, and ensuring rigor of research. By showcasing why and how to humanize research, we support the educational psychology community to move forward to disrupt whiteness and heteronormativity, which is a necessary step in building scholarship where all students’ and teachers’ experiences are validated and equitably represented.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102343"},"PeriodicalIF":3.9,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165156","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":"Commitments to doing differently: Paradigm shifts necessary for critical educational psychology research","authors":"Sarita Y. Shukla ,&nbsp;Falynn A. Thompson ,&nbsp;Sarah B. Shear","doi":"10.1016/j.cedpsych.2025.102342","DOIUrl":"10.1016/j.cedpsych.2025.102342","url":null,"abstract":"<div><div>While there have been some in educational psychology who have taken up critical research practices, this paper urges more scholars in this field to utilize critical methodologies. We consider this reframing of our work by articulating the research paradigms that have been prevalent in educational psychology. We also shine light on the historical and contemporary problems in educational psychology research. We provide recommendations for critically examining the link between researcher positionality and research, exploring the roles of axiology, ontology, and epistemologies in positionality, and adopting critical frameworks to research.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102342"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165160","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":"Insider research: Reflexivity, responsibility, and community-informed approaches","authors":"Jimmy Aguilar,&nbsp;Gabriela M. Torres,&nbsp;Andrea J. Macias","doi":"10.1016/j.cedpsych.2025.102345","DOIUrl":"10.1016/j.cedpsych.2025.102345","url":null,"abstract":"<div><div>Despite advancements in educational psychology research that have amplified the diverse experiences and development of Black, Indigenous, and People of Color (BIPOC) in educational spaces, BIPOC scholars continue to face challenges in the change-resistant landscape of academia and educational psychology. One prominent issue is the lack of methodological frameworks that consider the lived realities of BIPOC participants and the positionality of BIPOC researchers. As Latina/o researchers, we collaboratewith our communities to reconstruct existing paradigms and deconstruct deficit perspectives. We provide alternatives in educational psychology, addressing the issue of race-neutral solutions that often default to white middle-class students as the norm. We contend that researcher reflexivity and responsibility to one’s community allow participants and researchers to present their whole selves beyond existing protocols, norms of engagement, and temporal research participant expectations. Our ongoing qualitative research study examines how Latina community college transfer students at selective universities in California interact with support networks and develop a sense of community. Our team adopts a reflexive and relational methodology for engaging in insider research. While this focuses on the experiences of Latina college students, our framework aims to motivate BIPOC researchers conceptualize culturally relevant methodologies, recognizing that we do not aim to offer a one-size-fits-all approach. This methodology centers researcher(s) positionality and researcher-participant connections, allowing us to better calibrate participant responses and capture lived experiences beyond the confines of existing theories and frameworks.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102345"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165155","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":"Too quant to crit? Advancing QuantCrit methodologies in educational psychology","authors":"Carlton J. Fong ,&nbsp;Yasmiyn Irizarry","doi":"10.1016/j.cedpsych.2025.102341","DOIUrl":"10.1016/j.cedpsych.2025.102341","url":null,"abstract":"<div><div>For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (<span><span>Gillborn et al., 2018</span></span>). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102341"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affective methodologies for a critical study of whiteness: Considerations for white scholars","authors":"Michalinos Zembylas","doi":"10.1016/j.cedpsych.2025.102346","DOIUrl":"10.1016/j.cedpsych.2025.102346","url":null,"abstract":"<div><div>This paper aims to extend the conversation on the importance of renewing the scope of educational research to critically examine whiteness in a way that acknowledges and values Black affects. Additionally, it explores methodological considerations for White scholars who seek to advance this research agenda. The paper offers strategies for White researchers to center Black, Indigenous, and People of Color in their analyses of the affective enactments of whiteness in educational settings. The discussion emphasizes two key insights: the need for educational research, particularly by White scholars, to explicitly focus on the critical study of whiteness, considering the affective, material, and historically contextual impacts of racialization, anti-Blackness, and white supremacy; and the importance of recognizing and addressing the affective experiences of Black individuals, as shaped by these same processes.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102346"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165153","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":"What we learn in school, we learn for life: Learning opportunities as moderators of the relationship between prior knowledge and learning in post-school contexts","authors":"Julian M. Etzel ,&nbsp;Aiso Heinze ,&nbsp;Knut Neumann ,&nbsp;Sascha Bernholt ,&nbsp;Jan Retelsdorf ,&nbsp;Olaf Köller ,&nbsp;Gabriel Nagy","doi":"10.1016/j.cedpsych.2025.102336","DOIUrl":"10.1016/j.cedpsych.2025.102336","url":null,"abstract":"<div><div>A commonly held belief is that knowledge acquired in school (KAS) matters for later stages of education because it enables individuals to make better use of new learning opportunities. The current study approached this question by examining the role of domain-specific KAS for the development of professional knowledge (PK) in vocational education and training (VET). Our analyses recurred on (1) school achievement tests that assess domain-specific KAS in chemistry, physics, and math, (2) occupation-specific achievement tests in the same domains to assess PK (and its development) in VET, and (3) comparisons between different VET programs to isolate the effects of learning opportunities on PK acquisition over time and their interaction with KAS. Data stemmed from a sample of <em>N</em> = 2,775 trainees from three VET groups (chemical laboratory assistants, technicians, and industrial clerks) that are characterized by a focus on different knowledge domains. Our findings suggest that VET does not affect the knowledge assessed with school achievement tests. Instead, VET programs provide learning opportunities that facilitate the acquisition of domain-specific PK. In addition, KAS matters for subsequent learning in VET because it (1) determines the level of PK with which trainees enter VET and (2) enables trainees to make better use of the learning opportunities to develop their professional knowledge.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102336"},"PeriodicalIF":3.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165159","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":"Effects of self-explaining feedback on learning from problem-solving errors","authors":"Qian Zhang,&nbsp;Logan Fiorella","doi":"10.1016/j.cedpsych.2024.102326","DOIUrl":"10.1016/j.cedpsych.2024.102326","url":null,"abstract":"<div><div>We tested two potential ways to help students learn from feedback on their problem-solving errors in physics: (a) design the feedback to align with established principles of multimedia learning (Experiment 1), and/or (b) explicitly prompt students to generate self-explanations of their errors (Experiment 1 and 2). Experiment 1 (<em>n</em> = 131) found no effect of feedback design and limited effects of self-explaining: Self-explaining improved error correction and near (but not far) transfer performance for only one of the feedback conditions. In Experiment 2 (n = 110), we tested a more explicit form of self-explanation support. Students who received scaffolded self-explanation prompts generated higher quality explanations, corrected more errors, and performed better on the near (but not far) transfer test than those who received standard self-explanation prompts or a control group who received no prompts. Students receiving standard self-explanation prompts did not significantly outperform the control group. Overall, this study suggests scaffolded self-explanation prompts help students correct and avoid similar problem-solving errors in the future.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102326"},"PeriodicalIF":3.9,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157759","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":"Teaching with worked examples – Why the selection of problems for exemplification is critical","authors":"Lukas Wesenberg ,&nbsp;Felix Krieglstein ,&nbsp;Sebastian Jansen ,&nbsp;Günter Daniel Rey ,&nbsp;Sascha Schneider","doi":"10.1016/j.cedpsych.2024.102328","DOIUrl":"10.1016/j.cedpsych.2024.102328","url":null,"abstract":"<div><div>Educational research has explored many aspects of the design of worked examples for teaching problem-solving skills but has yet to consider the influence of the problem itself that is chosen for exemplification. It is argued that the selection of problems to exemplify influences (meta-)comprehension since some problems lead to worked-out solutions that could be more or less ambiguous. Contrasting theories and findings are discussed which suggest both negative as well as positive effects of ambiguous examples on learning, at least when students are sufficiently supported to deal with that ambiguity. Study 1 (50 university students) confirmed that the selection of problems to exemplify impacts the ambiguity of examples. Studies 2–4 (90 university students; 100 university students; 142 high school students) showed that the groups receiving the problem that led to the more ambiguous example performed worse on the learning test, more often exhibited misconceptions, and overestimated their test performance. These effects were mostly large, consistent across learning topics (designating a factorial design and calculating the <em>h</em>-index), and even held on when learners received instructional support in the form of verbal explanations, which could have helped to disentangle the ambiguity. Amongst others, the results emphasize the need to pay more attention to the selection of problems for exemplification and consider an example’s ambiguity as an important feature for its effectiveness. In addition, they illustrate the preference of learners to follow examples over explanations, how misconceptions may arise, and the importance of guiding learners in early skill-acquisition phases.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102328"},"PeriodicalIF":3.9,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165158","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":"Race-based trauma: Teacher responses, supports, barriers, and burnout","authors":"Mike Yough ,&nbsp;Mei-Lin Chang ,&nbsp;Tameko Collins ,&nbsp;Kody Long ,&nbsp;Ngan Tran ,&nbsp;Tiffiney Winchester ,&nbsp;Mwarumba Mwavita","doi":"10.1016/j.cedpsych.2024.102327","DOIUrl":"10.1016/j.cedpsych.2024.102327","url":null,"abstract":"<div><div>The trauma of racism is a common experience among people of color in the United States. Minority children are more likely to experience race-based trauma (RBT) within their communities. Teachers are well positioned to recognize such distress. While mechanisms remain poorly understood, empathy may play a key role in how teachers support students who have experienced RBT. Though the benefits of empathy are well-known, it may be that bearing witness to another experiencing RBT could produce personal distress resulting in dissociation from the student to alleviate such distress. Such reactions may be more likely when a teacher is experiencing burnout. The purpose of the proposed research is to examine the relationships between teacher factors such as burnout as well as teachers’ responses to student RBT. We also seek to identify behavioral strategies associated with these responses and the situational factors that influence them. In-service teachers (n = 178) completed a measure of teacher burnout, viewed a video of a student describing a race-based traumatic event, completed a measure of their emotional response to the video as well as open-ended items exploring hypothetical and actual experiences with such students. We found that teachers with higher levels of burnout were also more likely to report self-focused, unpleasant emotions in response to the video. Qualitative analysis revealed six categories of responses: (a) Help, (b) reassurance, (c) listening, (d) personal reaction, (e) reframing, and (f) relating. We also identified six categories of supports that permitted desired responses to student RBT: (a) Personal experiences, (b) personal attributes, (c) external support, (d) time, (e) listening, and (f) relationship with students as well as six barriers that prevented desired responses: (a) Unequipped/unprepared, (b) external factors, (c) unfamiliar with students, (d) unfamiliar with context, (e) lack of information, and (f) lack of time. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102327"},"PeriodicalIF":3.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697591","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":"Is studying latin associated with (Non–)linguistic cognitive transfer? A large-scale cross-sectional study","authors":"C. Hauspie ,&nbsp;W. Duyck ,&nbsp;S. Schelfhout ,&nbsp;A. Vereeck ,&nbsp;M. Janse ,&nbsp;A. Szmalec","doi":"10.1016/j.cedpsych.2024.102325","DOIUrl":"10.1016/j.cedpsych.2024.102325","url":null,"abstract":"<div><div>Despite ongoing discussions regarding the relevance of Latin in modern education, this language still holds a prominent role in European secondary school curricula. While studying Latin is commonly believed to yield cognitive and linguistic benefits, this argument primarily relies on dated research that often uses methodologies that do not allow to make strong claims justifying the widespread use in education. It also remains unclear to which extent the benefits associated with Latin studies are due to Latin students’ superior pre-existing abilities (preselectivity), or to cognitive transfer effects elicited by studying the language. To delve further into the presence and nature of a potential cognitive advantage of Latin, we gathered data from <em>N</em> = 1,731 secondary school students across three grades. We explored whether a ‘Latin advantage’ exists, and if so, for which subjects, when this advantage arises and how it evolves throughout secondary education. We found that first-year Latin students exhibited higher intelligence scores, superior native language competencies and higher meta-linguistic awareness compared to non-Latin peers, which is in line with the preselectivity account. This performance difference was larger in the second year, but smaller in the last year of secondary education, thereby challenging the notion of cognitive transfer effects attributed to Latin studies. Only one variable, vocabulary, demonstrated a trend in line with cognitive transfer benefits. Longitudinal work is needed to further investigate whether Latin studies result in persisting benefits or whether the ‘Latin advantage’ is merely a reflection of preselection biases.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102325"},"PeriodicalIF":3.9,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697354","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}