Contemporary Educational Psychology最新文献_第6页

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":"77 ","pages":"Article 102278"},"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":"77 ","pages":"Article 102277"},"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

The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies 教师每天的压力与浮力之间的关系：两项每日日记研究

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-04-16 DOI: 10.1016/j.cedpsych.2024.102276

Joost Jansen in de Wal , Thijmen van Alphen , Jaap Schuitema , Lucija Andre , Joran Jongerling , Thea Peetsma

{"title":"The relationship between teachers’ stress and buoyancy from day to day: Two daily diary studies","authors":"Joost Jansen in de Wal , Thijmen van Alphen , Jaap Schuitema , Lucija Andre , Joran Jongerling , Thea Peetsma","doi":"10.1016/j.cedpsych.2024.102276","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102276","url":null,"abstract":"<div><p>Despite the pertinence of teachers’ buoyancy to ‘everyday work’, existing studies do not investigate buoyancy in close proximity to everyday experiences. Nor does existing research longitudinally investigate teachers’ buoyancy and how it relates to stress. This paper describes two quantitative daily diary studies on this relationship. Study 1 includes a relatively large sample of teachers (N = 151), compared to the number of days that they were followed (T = 15). Study 2 includes relatively few teachers (N = 10), but follows them for an extended period of time (T = 61). Both studies tested hypotheses regarding the extent to which teachers’ stress and buoyancy beliefs vary − and carry over − from day to day and the extent to which teachers’ buoyancy beliefs and stress experiences co-occur and predict each other from day to day and from teacher to teacher. Results showed that both teachers’ buoyancy beliefs and stress experiences varied and carried over significantly from day to day, although carryover effects were small. The relationship between buoyancy beliefs and stress was negative from teacher to teacher and concurrently from day to day. However, cross-lagged effects between both constructs from day to day were not significant. These results imply that both teachers’ buoyancy beliefs and stress are malleable, state-like constructs to a considerable extent, but their dynamics likely occur on a timescale that is smaller than daily.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102276"},"PeriodicalIF":10.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000213/pdfft?md5=bff0ffa0f910d20eb78ed786e583ae5d&pid=1-s2.0-S0361476X24000213-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140558769","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

How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress 积极情绪、消极情绪和自我调节的特质和状态如何与青少年感知到的日常学习进步相关联

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-04-05 DOI: 10.1016/j.cedpsych.2024.102275

Gaoxia Zhu , Juan Zheng , Kaylin Ratner , Qingyi Li , Melody Estevez , Anthony L. Burrow

{"title":"How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress","authors":"Gaoxia Zhu , Juan Zheng , Kaylin Ratner , Qingyi Li , Melody Estevez , Anthony L. Burrow","doi":"10.1016/j.cedpsych.2024.102275","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102275","url":null,"abstract":"<div><p>Previous research is replete with evidence that emotions and self-regulation work together to influence learning performance, but distinct trait and state features of emotions and self-regulation are rarely considered. With an analytic sample comprising 9,501 daily diaries from 280 adolescents participating in a self-driven learning program, this study used multilevel modeling to examine how trait and state positive and negative emotions and self-regulation interact to predict adolescents' perceived daily learning progress. Results suggested that daily perceived learning progress was associated with trait and state positive emotions and self-regulation, as well as trait negative emotions. Furthermore, there was a significant positive interaction between state positive emotions and state self-regulation on perceived daily learning progress, such that when adolescents' state self-regulation was higher than usual, their perceived daily learning progress was more sensitive to state positive emotion. Results underscore the importance of enhancing adolescents' self-regulation and positive emotion, and the feasibility of facilitating adolescents' learning even if they are in a state of greater negative emotion.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102275"},"PeriodicalIF":10.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549413","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

The Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students 多维学生福祉（MSW）工具：土著和非土著中小学生的概念、测量和差异

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-04-04 DOI: 10.1016/j.cedpsych.2024.102274

Rhonda G. Craven , Herbert W. Marsh , Alexander S. Yeung , Diego Vasconcellos , Anthony Dillon , Richard M. Ryan , Janet Mooney , Alicia Franklin , Lily Barclay , Annalies van Westenbrugge

{"title":"The Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students","authors":"Rhonda G. Craven , Herbert W. Marsh , Alexander S. Yeung , Diego Vasconcellos , Anthony Dillon , Richard M. Ryan , Janet Mooney , Alicia Franklin , Lily Barclay , Annalies van Westenbrugge","doi":"10.1016/j.cedpsych.2024.102274","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102274","url":null,"abstract":"<div><p>Enabling children’s and youth’s well-being is widely valued by families and communities worldwide. However, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. We theorised a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched sample of 1,405 Australian students (Indigenous, N = 764; non-Indigenous, N = 641) at three time-points, 10–12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students’ well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102274"},"PeriodicalIF":10.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000195/pdfft?md5=88d81a8c95a2fffc092dda5dd079365f&pid=1-s2.0-S0361476X24000195-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549414","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

Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests 中学低风险评估中的考试焦虑波动：自主性和能力需求在考试次数之外的作用

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-03-23 DOI: 10.1016/j.cedpsych.2024.102273

Stefanie De Jonge , Evelien Opdecam , Leen Haerens

{"title":"Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests","authors":"Stefanie De Jonge , Evelien Opdecam , Leen Haerens","doi":"10.1016/j.cedpsych.2024.102273","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102273","url":null,"abstract":"<div><p>Test anxiety poses a fundamental educational challenge as it is associated with lower academic performance and well-being. Grounded in the Self-Determination Theory, this study will focus on test anxiety fluctuations in relation to low-stakes assessments and investigates whether fluctuations in students’ experiences of autonomy and competence satisfaction and frustration relate to their test anxiety. For this purpose, 253 secondary school students completed a survey at three different times throughout the second semester. Students' feelings of autonomy and competence in the classroom were administered as well as their test anxiety. Each student completed the same two test anxiety scales at each measurement occasion, with one scale consistently administered to all students and the other two scales randomly assigned between classes. Multilevel analyses revealed that students showed higher test anxiety in weeks in which their need for competence was more frustrated and when they had to take more low-stakes tests. This association was robust across the three test anxiety instruments and after considering important test anxiety covariates (e.g., gender and prior achievement). These findings imply that competence frustration is an important underlying mechanism of test anxiety that should be taken into account when designing anxiety-reducing interventions.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102273"},"PeriodicalIF":10.3,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140327937","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

The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children 执行功能对二年级儿童手写和键盘作文的贡献

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-02-27 DOI: 10.1016/j.cedpsych.2024.102272

Debora Similieana Valcan , Anabela Malpique , Deborah Pino-Pasternak , Mustafa Asil , Timothy Teo

{"title":"The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children","authors":"Debora Similieana Valcan , Anabela Malpique , Deborah Pino-Pasternak , Mustafa Asil , Timothy Teo","doi":"10.1016/j.cedpsych.2024.102272","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102272","url":null,"abstract":"<div><p>Writing is a multifaceted skill, recruiting varied cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills on the relation between EF and text composition remains underexplored. Even less is understood about the nature of these potential mediation mechanisms in keyboard-based text composing, a writing modality that is becoming pervasive during the first years of schooling. This study investigated whether the automaticity of inscription skills (handwriting and keyboarding) and spelling mediate the relation between children’s EF and text composition across two modes (paper and keyboard-based text composing) on a sample of 544 Year 2 Australian children. Assessments of EF, inscription skills, spelling, and text composition were measured concurrently. Indirect pathways were tested via structural equation modelling. Findings indicated that across text composition modes, handwriting automaticity, keyboarding automaticity and spelling mediated the relationship between children’s EF and writing composition (i.e., compositional fluency and quality). The findings of this study extend current understanding of associations between cognitive processes and text composition in the junior years by examining keyboard-based text composing.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102272"},"PeriodicalIF":10.3,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000171/pdfft?md5=98370f58dc92a750b941c43f80c12de5&pid=1-s2.0-S0361476X24000171-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140014706","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

Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration 教师对多文本整合的认识目标和评价标准的看法

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-02-24 DOI: 10.1016/j.cedpsych.2024.102270

Liron Primor , Sarit Barzilai

{"title":"Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration","authors":"Liron Primor , Sarit Barzilai","doi":"10.1016/j.cedpsych.2024.102270","DOIUrl":"10.1016/j.cedpsych.2024.102270","url":null,"abstract":"<div><p>The importance of intertextual integration in current information societies has led to extensive research on how to foster students' integration competence. Although teachers have a central role in promoting integration skills, research into their perceptions of intertextual integration tasks is still scarce. Hence, the purpose of this study was to explore language arts teachers' views on the epistemic aims and evaluation criteria of intertextual integration. Fifty-four language arts teachers were asked to evaluate three integrated essays, supposedly written by students, that reflected typical violations of key integration quality criteria. In addition, they responded to open-ended questions about intertextual integration aims and evaluation criteria. Teachers successfully identified only about a third of the integration quality criteria violations that were embedded in the essays. Nonetheless, they collectively raised diverse evaluation criteria that addressed content selection and understanding, argumentation quality, source use and intertextuality, structure and organization, and language sophistication. Teachers' most prevalent aims were related to information processing and to the development of learners’ reading and writing skills. However, teachers also referred to knowledge-building goals. Quantitative and qualitative analyses revealed interrelations between teachers' perceptions of evaluation criteria and their integration aims. Overall, these findings demonstrate that language arts teachers have rich multiple-text integration task models. At the same time, they suggest that many teachers might not perceive intertextual integration as an opportunity for knowledge building and for developing learners’ critical thinking. The results of this study can inform professional development efforts to support instruction of intertextual integration.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102270"},"PeriodicalIF":10.3,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140020143","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

Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? 媒体多任务处理对处理和理解多份文件的影响：主旨概括是否会产生影响？

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-02-24 DOI: 10.1016/j.cedpsych.2024.102271

Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, Helge I. Strømsø

{"title":"Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference?","authors":"Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, Helge I. Strømsø","doi":"10.1016/j.cedpsych.2024.102271","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2024.102271","url":null,"abstract":"<div><p>Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102271"},"PeriodicalIF":10.3,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X2400016X/pdfft?md5=3aae9b99867abbe0ce105d33a5a05230&pid=1-s2.0-S0361476X2400016X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140014656","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

Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth 修订师范生对学习方式的信念和知识神经元

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2024-02-23 DOI: 10.1016/j.cedpsych.2024.102269

Courtney Hattan , Emily Grossnickle Peterson , Kyle Miller

{"title":"Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth","authors":"Courtney Hattan , Emily Grossnickle Peterson , Kyle Miller","doi":"10.1016/j.cedpsych.2024.102269","DOIUrl":"10.1016/j.cedpsych.2024.102269","url":null,"abstract":"<div><p>The belief that students learn best when instruction matches students’ preferred modality-specific learning style (i.e., visual, auditory, or kinesthetic) is not supported by empirical research. Yet, the learning styles neuromyth remains pervasive, including within teacher education programs. The purpose of the current study was to explore the extent to which various text-related scaffolds (i.e., purpose for reading, during reading prompts, and refutation text structure) shifted 221 undergraduate teacher candidates’ beliefs and knowledge about the learning styles neuromyth from before reading to after reading, and to investigate the durability of these shifts at a delayed posttest. Across all intervention conditions, teacher candidates demonstrated beliefs change and a shift in pedagogical knowledge immediately after the intervention, with a slight overall shift back to supporting learning styles two months later. Individuals given the purpose of reading to change their beliefs had lower beliefs in learning styles at posttest and greater pedagogical knowledge at delayed posttest, especially when reading a text with more refutational elements. Summarizing during reading had a positive impact on beliefs at posttest. Contrary to previous studies, there were no main effects of refutation text, and no effect of any scaffolds on text comprehension. Findings have implications for the knowledge revision literature, including understanding nuances between teacher candidates’ beliefs and pedagogical knowledge.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"77 ","pages":"Article 102269"},"PeriodicalIF":10.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956241","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