Contemporary Educational Psychology最新文献

{"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}

{"title":"To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on women’s STEM major choices","authors":"Hyewon Lee ,&nbsp;Wenyi Du ,&nbsp;Rachelle M. Pedersen ,&nbsp;Mica Estrada ,&nbsp;Amanda S. Adams ,&nbsp;Rebecca T. Barnes ,&nbsp;Brittany Bloodhart ,&nbsp;Melissa Burt ,&nbsp;Sandra M. Clinton ,&nbsp;Ilana Pollack ,&nbsp;Emily V. Fischer ,&nbsp;Paul R. Hernandez","doi":"10.1016/j.cedpsych.2024.102324","DOIUrl":"10.1016/j.cedpsych.2024.102324","url":null,"abstract":"<div><div>Research on situational antecedents for women’s persistence is critical to advancing gender equity in science, technology, engineering, and mathematics (STEM) fields. To disentangle the influences of stable and situated aspects of motivational antecedents, we used survival analysis to predict if, when, and to where undergraduate women change majors (i.e., staying in, switching across, or out of STEM) from between-person average and within-person fluctuations in Tripartite Integration Model of Social Influence (TIMSI) motivational constructs (science self-efficacy, identity, and community values) and stereotype threat. Women (<em>N</em> = 413) STEM majors in their first or second year of college were recruited from nine U.S. universities and followed over four years. Women were most likely to leave STEM in the first year of college and were most likely to change STEM majors within the first two years. Major change was predicted by (a) between-person average and within-person fluctuations in science identity, (b) within-person fluctuations in stereotype threat, and (c) an interaction between average stereotype threat and fluctuations in science identity. These findings emphasize the importance of distinguishing between-person and within-person aspects of motivational antecedents of STEM choices and developing tailored motivational interventions for short- and longer-term periods.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102324"},"PeriodicalIF":3.9,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655704","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":"Student engagement, school involvement, and transfer student success","authors":"Krysti N. Turnquest ,&nbsp;Weihua Fan ,&nbsp;Virginia Snodgrass Rangel ,&nbsp;Nazly Dyer ,&nbsp;Allison Master","doi":"10.1016/j.cedpsych.2024.102322","DOIUrl":"10.1016/j.cedpsych.2024.102322","url":null,"abstract":"","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102322"},"PeriodicalIF":3.9,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655761","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":"The environment is somewhat alike for different adaptive motivations: Machine learning reveals optimal motivational contexts involve collective support of parents, teachers, and peers","authors":"Nigel Mantou Lou ,&nbsp;Ying Lin ,&nbsp;Liman Man Wai Li","doi":"10.1016/j.cedpsych.2024.102323","DOIUrl":"10.1016/j.cedpsych.2024.102323","url":null,"abstract":"<div><div>Achievement motivation is fundamental for human flourishing. While numerous adaptive motivational constructs have been proposed, they are often examined in isolation without considering their shared contextual roots. To identify the contextual factors underlying different forms of adaptive achievement motivation, we conducted comprehensive analyses by integrating a global student assessment dataset (<em>n</em> = 77,068 middle-school students across 19 countries, <em>M</em>_age = 15.79). We conducted a literature review and identified 27 potential predictors theoretically and empirically related to achievement motivation, including immediate contextual factors available in the dataset and distal contextual factors available from varying sources. Results from machine learning analyses showed convergent patterns of the contextual predictors for adaptive motivation (self-efficacy, learning goals, and task mastery orientation). Specifically, the optimal environment for adaptive motivation is characterized by the collective positive influence of parents, teachers, and peers, rather than depending on one exclusively. In comparison, the pattern of other less adaptive motivation constructs (fixed mindsets, performance goals, and fear of failure) is idiosyncratic. These findings provide synthesized evidence consolidating achievement motivation research, highlighting the shared contextual foundations for various adaptive motivations. This integrative approach clarifies that the optimal motivational contexts involve the collective social support of parents, teachers, and peers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102323"},"PeriodicalIF":3.9,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655762","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":"Exploring facets of student motivation using a Bass Ackward strategy and the conceptual lens of self-determination theory","authors":"Stefano I. Di Domenico ,&nbsp;Richard M. Ryan ,&nbsp;Jasper J. Duineveld ,&nbsp;Emma L. Bradshaw ,&nbsp;Phillip Parker ,&nbsp;Ben A. Steward","doi":"10.1016/j.cedpsych.2024.102321","DOIUrl":"10.1016/j.cedpsych.2024.102321","url":null,"abstract":"<div><div>Motivational constructs have proliferated in educational psychology, reflecting the complexity of what moves people to engage and learn. In this exploratory research, we focused on students’ motivation for higher education. Our goal was to understand how a wide range of motives are empirically and conceptually related. We also examined how this diversity of motivational content relates to the motivational typology postulated by Self-Determination Theory (SDT). In Study 1, we extracted items from a broad collection of measures, formatted them with a common set of instructions, and administered them to multiple samples of current and former U.S. college students. Using <span><span>Goldberg’s (2006)</span></span> Bass Ackward factor-analytic method, we distilled twenty-six distinct facets that capture a wide variety of motivational contents. Multidimensional Scaling (MDS) suggested a dimension that resembled SDT’s continuum of relative autonomy, with some facets similar to amotivation and others falling along a range from less to more autonomous or volitional forms of motivation. In Study 2, we administered these provisionally labelled motivational facets alongside SDT’s regulatory styles and a set of external criteria covering multiple outcomes of interest in higher education. MDS analyses replicated the general pattern found in Study 1, recovering a dimension resembling SDT’s continuum of autonomy. Motivational facets were also associated with external criteria in a theoretically coherent manner. We discuss the implications of these exploratory findings for understanding the structure of self-reported motivation and for theory and measurement of student motivation.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102321"},"PeriodicalIF":3.9,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655703","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":"It’s not all about recognition and Influence: The role of communal and agentic goals and motives in science for diverse high school students","authors":"Ross C. Anderson ,&nbsp;Jenefer Husman ,&nbsp;Matthew H. Kim ,&nbsp;Ed Madison","doi":"10.1016/j.cedpsych.2024.102320","DOIUrl":"10.1016/j.cedpsych.2024.102320","url":null,"abstract":"<div><div>In this study, we consider the intersections of the goal congruity framework and a related motivational model of self-transcendent versus self-oriented motives in learning. Each approach to understanding students’ motivations in science calls attention to the value of communal orientations (helping others, working for the social good, and collaboration) and contrasts them with individualistic motives (self-promotion, wealth generation, knowledge and skill development, and recognition). Whereas the goal congruity model focuses on students’ perceptions of science as a career, the self-transcendent motives model focuses on students’ self-perceptions of their motivation. In a sample of racially diverse high school students with a specific focus on Latinx youth, these models help to distinguish science learning motives and goal affordances in science career paths that are more communal and self-transcendent from those that are more agentic and self-oriented. First, we evaluated the construct validity to learn if these models, operationalized through psychological measures, function adequately for diverse high school students. Next, we evaluated if and how these interrelated motivational models explained unique variance in a meaningful way with how students value science and identify with science community values. We found that students’ self-oriented and self-transcendent motives in science and perceived communal goal affordances explained unique variance in students’ identification with science community values. Self-oriented motives uniquely predicted intrinsic value, interest value and attainment value for science. Perceived communal goal affordances of science uniquely predicted the utility value and attainment value for science. Agentic goal affordances that were more extrinsic, such as money and recognition, did not function well enough to remain in the SEM model. Findings provide important clarifications for the specific context of science learning for diverse high school students that both build on and distinguish from past research.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102320"},"PeriodicalIF":3.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571633","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":"“Only some can succeed here”: A mixed methods study of how faculty unproductive mindsets relate to gender, racial, and first-gen representation in higher education","authors":"Luke D. Rutten ,&nbsp;Allison Zengilowski ,&nbsp;Franchesca Lyra ,&nbsp;Nathaniel Woznicki ,&nbsp;Katherine Muenks","doi":"10.1016/j.cedpsych.2024.102319","DOIUrl":"10.1016/j.cedpsych.2024.102319","url":null,"abstract":"<div><div>Gender, racial/ethnic, and socioeconomic disparities pervade academia. Though there are a wealth of established reasons for these gaps, recent research has begun to examine how faculty beliefs contribute to representation outcomes for groups stereotyped as lacking intelligence. Extending prior research and using a sequential explanatory mixed methods approach, the present study investigates how field-specific ability beliefs (beliefs about the importance of brilliance) and fixed mindsets (beliefs about the immutability of intelligence) relate to the representation of women, racial/ethnic minorities, and first-generation students at various levels of academia. In the quantitative phase with 1,025 faculty from 83 departments, self-reported beliefs exhibited negative correlations with representation outcomes in the small to very large range (−.16 &gt; <em>r</em>’s &gt; -0.44). Qualitative findings, however, suggest a more complicated relationship. Focus group data from undergraduate and graduate students in two departments differing in faculty beliefs (<em>N</em> = 32), suggested that both explicit <em>and</em> implicit messages from professors, peers, and the learning environment are important contributors to students’ experiences, beliefs, and decisions. The findings call for more intentional considerations, both in research and in practice, of the messages students receive from the environments in which they learn.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102319"},"PeriodicalIF":3.9,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655705","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":"Three applications of semantic network analysis to individual student think-aloud data","authors":"Jennifer G. Cromley ,&nbsp;Joseph F. Mirabelli ,&nbsp;Andrea J. Kunze","doi":"10.1016/j.cedpsych.2024.102318","DOIUrl":"10.1016/j.cedpsych.2024.102318","url":null,"abstract":"<div><div>Student during-learning data such as think-alouds or writing are often coded for use of strategies or moves, but less often for what knowledge the student is using. However, analyzing the <em>content</em> of such products could yield much valuable information. A promising technique for analyzing the content of student products is semantic network analysis, more widely used in political science, communication, information science, and some other social science disciplines. We reviewed the small literature on semantic network analysis (SemNA) of individuals with relevant outcomes to identify which network analysis metrics might be suitable. The Knowledge Integration (KI) framework from science education is discussed as focusing on amount and structure of student knowledge, and therefore especially relevant for testing with SemNA metrics. We then re-analyze three published think-aloud data sets from undergraduate students learning introductory biology with the metrics found in the literature review. Significant relations with posttest comprehension score are found for number of nodes and edges; degree and betweenness centrality; diameter, and mean distance. Inconsistent results possibly due to text-specific features were found for number of clusters, LCC, and density, and null results were found for PageRank centrality and centralization degree. Basic principles from the KI framework are supported—amount of information (nodes), connections (edges, average degree), key ideas (degree and betweenness centrality) and length of causal chains (mean distance and diameter) are related to posttest comprehension, but not density or LCC. Possible explanations for slight variations across data sets are discussed, and alternative theories and metrics are offered.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102318"},"PeriodicalIF":3.9,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532659","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 exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination","authors":"Yasemin Copur-Gencturk ,&nbsp;Ian Thacker ,&nbsp;Joseph R. Cimpian","doi":"10.1016/j.cedpsych.2024.102317","DOIUrl":"10.1016/j.cedpsych.2024.102317","url":null,"abstract":"<div><div>The factors to which teachers attribute students’ successes and failures have important consequences for teachers’ instructional decisions as well as their expectations of students. Yet few, if any, experimental studies have been conducted to investigate the role that students’ race and gender play in how teachers make sense of students’ academic performance. In this exploratory experimental study, conducted with 413 mathematics teachers across the United States, we investigated the extent to which teachers attributed students’ performance disparities in mathematics to internal and external factors based on the students’ race and gender and explored the extent to which teachers’ beliefs and dispositions moderated their attributions. To do so, teachers were first given a collection of the student solutions with no gender or racial performance disparities. They were then randomly assigned to one of four conditions in which they were told that on this particular assessment: boys outperformed girls, girls outperformed boys, Black and Hispanic students outperformed White and Asian students, or that White and Asian students outperformed Black and Hispanic students. They were asked to report the reasons behind the disparities in math performance of these groups. We found that teachers attributed gender disparities in student performance to innate math ability, effort, and external social factors, whereas they attributed racial disparities in student performance to biological influences on intelligence, effort, external social factors or the assessment context. Teachers’ self-reported personal experience with racial discrimination moderated race differences in teacher attributions.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102317"},"PeriodicalIF":3.9,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421792","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":"How much active teaching should be incorporated into college course lectures to promote active learning?","authors":"Amedee Marchand Martella ,&nbsp;Melissa Swisher ,&nbsp;Richard E. Mayer","doi":"10.1016/j.cedpsych.2024.102316","DOIUrl":"10.1016/j.cedpsych.2024.102316","url":null,"abstract":"<div><div>A long-standing controversy in the learning sciences involves the appropriate balance between more didactic forms of instruction (e.g., lecture) and those that involve more active teaching (e.g., student learning activities). There have been calls for second generation research that examines how much class time should be allocated to student learning activities and how much to lecture to maximize student learning in college courses—a question of the appropriate mix of instructor lecture and student activity. The purpose of the present study was to systematically compare the effects on learning outcomes of two mixtures of learning activities and lecture during a college course on research methods: <em>mostly lecture</em> (consisting of ∼67 % to 75 % lecture and ∼25 % to 33 % learning activities), and <em>mostly activity</em> (consisting of ∼67 % to 75 % learning activities and ∼25 % to 33 % lecture). In a between-subjects design, students in a research-methods in psychology course experienced in-class lessons that were mostly lecture or mostly activity across two different lessons. Participants in the <em>mostly activity</em> condition scored significantly higher on an assessment of learning than those in the <em>mostly lecture</em> condition for a lesson on single-case research designs (<em>d</em> = 0.38) which was less complex but performance between the two instructional conditions was similar for the lesson on direct observational methods which was more complex. Theoretical implications involve potential refinements to generative learning theory. Practical implications involve recommendations for when to provide high amounts of student learning activities during a class period.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102316"},"PeriodicalIF":3.9,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421777","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}