Contemporary Educational Psychology最新文献_第8页

Longitudinal and reciprocal links between writing motivation and writing quality in grades 4–5: A cross-lagged panel analysis 4-5年级写作动机与写作质量的纵向和交互联系：交叉滞后面板分析

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI: 10.1016/j.cedpsych.2023.102222

Isabel Rasteiro , Teresa Limpo

{"title":"Longitudinal and reciprocal links between writing motivation and writing quality in grades 4–5: A cross-lagged panel analysis","authors":"Isabel Rasteiro , Teresa Limpo","doi":"10.1016/j.cedpsych.2023.102222","DOIUrl":"10.1016/j.cedpsych.2023.102222","url":null,"abstract":"<div><p>The relevance of writing motivation to the development of good writing skills throughout schooling is well-documented. However, the relationships between different motivational beliefs and the directionality of their links to writing performance have not been the focus of empirical research. Here, we conducted a longitudinal study examining the reciprocal associations between writing attitudes, writing self-efficacy in three domains (viz., conventions, ideation, and self-regulation), five writing motives (viz., curiosity, emotional regulation, boredom relief, grades, and competition), and writing quality. For that, we asked 532 fourth graders to complete three motivation-related questionnaires and to write two opinion essays. This procedure was repeated one year later. A cross-lagged panel analysis showed three main findings: (a) most motivational beliefs were associated with each other within and between Grades 4 and 5; (b) contrary to what happened in Grade 4, most beliefs in Grade 5 were concurrently associated with writing quality; (c) self-efficacy for writing conventions in Grade 4 longitudinally predicted text quality in Grade 5. These results not only reinforce the relevance of promoting students’ writing motivation, but also inform teachers about where to start in order to achieve this goal.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102222"},"PeriodicalIF":10.3,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41560325","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

Video games and attitude change: A meta-analysis 电子游戏与态度改变:元分析

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI: 10.1016/j.cedpsych.2023.102225

Lukáš Kolek , Ivan Ropovik , Vít Šisler , Herre van Oostendorp , Cyril Brom

{"title":"Video games and attitude change: A meta-analysis","authors":"Lukáš Kolek , Ivan Ropovik , Vít Šisler , Herre van Oostendorp , Cyril Brom","doi":"10.1016/j.cedpsych.2023.102225","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102225","url":null,"abstract":"<div><p>Video games are increasingly portraying many topics that we face in our everyday lives. Yet we have only limited evidence about the way narrative games affect how we think about the topics they depict; in other words, about the link between these games and attitude change. Therefore, we conducted a meta-analysis of video games’ effect on attitudinal change. The findings suggest that narrative video games affect players’ attitudes towards the topics depicted in games. This effect was present in studies focused on changes in both implicit (g = 0.36, k = 18) and explicit attitudes (g = 0.24, k = 101). Longer intervention duration and game mechanics such as stereotyping and meaningful feedback resulted in larger implicit attitude change. Regarding the robustness of the underlying evidence, half of the included studies were judged to be at high risk of bias. On the other hand, the impact of publication bias in this literature was found to be negligible. Altogether, this meta-analysis provides evidence that video games shape how we think about topics they represent.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102225"},"PeriodicalIF":10.3,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49765962","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

Grade goal effects on the interplay between motivation and performance in undergraduate gateway mathematics courses 年级目标对本科基础数学课程学习动机与成绩相互作用的影响

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI: 10.1016/j.cedpsych.2023.102228

Alex Shum, Luke K. Fryer

{"title":"Grade goal effects on the interplay between motivation and performance in undergraduate gateway mathematics courses","authors":"Alex Shum, Luke K. Fryer","doi":"10.1016/j.cedpsych.2023.102228","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102228","url":null,"abstract":"<div><p>Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement in higher education. Furthermore, students’ ongoing development in domain knowledge and interest can also offer insight on the student experience beyond the gateway course. The current study investigated the interplay between performance, short-term, and long-term motivations in a first-year online mathematics course at a research-intensive university in Pacific-Asia. Participants (n = 175) completed a pretest, four formative quizzes, and surveys measuring self-efficacy (beginning, middle, and end) and interest (beginning and end). Participants were randomly assigned to one of control (no explicit instructions), course-grade-goal, or quiz-grade-goal conditions (i.e., explicit instructions to make goal(s) for the overall course or each subsequent quiz respectively, with feedback on each quiz in relation to goals). Analyses included MANOVAs for difference testing, and testing a longitudinal fully-forward (all past variables simultaneously predicting future variables) latent SEM model. In the face of an uncertain context, self-efficacy remained a salient reciprocal predictor of performance, while students’ interest experienced initial dissonance with performance, realigning by the end of the semester. SEM results indicated that participants who set course-level goals had greater middle-of-term self-efficacy, but also lower interest at the end of the course. Theoretical and practical implications are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102228"},"PeriodicalIF":10.3,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49765938","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

Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts 信息性文本批判性阅读(CRIT)框架:评估阅读多篇科学文本的教学框架的效果

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI: 10.1016/j.cedpsych.2023.102229

Vanessa W. Vongkulluksn , Christina Nishiyama , Monica Ceja Rodriguez , E. Michael Nussbaum

{"title":"Critical Reading of Informational Texts (CRIT) Scaffold: Evaluating the efficacy of an instructional scaffold for reading multiple scientific texts","authors":"Vanessa W. Vongkulluksn , Christina Nishiyama , Monica Ceja Rodriguez , E. Michael Nussbaum","doi":"10.1016/j.cedpsych.2023.102229","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102229","url":null,"abstract":"<div><p>Developing critical processing of online information is one important mission of schooling in the 21st century. However, science teachers often lack an instructional tool they can integrate into existing curricula to support students’ information processing. This study aims to examine the efficacy of the Critical Reading of Informational Texts (CRIT) scaffold on students’ critical integrative argumentation - the dialogic process of weighing, evaluating, and integrating scientific claims. The present study documented the design of the CRIT scaffold to support both critical evaluation and integration of online scientific information. Initial efficacy evidence from a cluster-randomized control group study demonstrated that students who used the scaffold produced written task products that had higher overall argumentative quality and were more likely to support evidence-based conclusions about Genetically Modified Organisms (GMOs), weigh claims using source and evidence quality, and engage in refutation by countering specific claims based on why they are flawed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102229"},"PeriodicalIF":10.3,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49765942","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: 1

Primary school teachers’ judgments of their students’ monitoring and regulation skills 小学教师对学生监督调节能力的判断

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI: 10.1016/j.cedpsych.2023.102226

Sophie Oudman , Janneke van de Pol , Mariëtte van Loon , Tamara van Gog

{"title":"Primary school teachers’ judgments of their students’ monitoring and regulation skills","authors":"Sophie Oudman , Janneke van de Pol , Mariëtte van Loon , Tamara van Gog","doi":"10.1016/j.cedpsych.2023.102226","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102226","url":null,"abstract":"<div><p>To help students improve their self-monitoring and self-regulation skills, teachers should have an accurate idea of how well students can monitor and regulate their learning. We investigated how accurately primary school teachers can judge their students’ monitoring and regulation accuracy and whether and how student characteristics are related to (the accuracy of) teacher judgments of student monitoring and regulation. Thirty-three teachers, teaching 9––10-year-old students, participated with their classes (N = 495 students). Students completed a multiplication and division task and made monitoring and regulation judgments before and after self-scoring their work. We measured (the accuracy of) teachers’ judgments of their students’ monitoring skills before self-scoring, and of their students’ regulation skills before and after self-scoring. Additionally, we measured teachers’ perceptions of student characteristics (e.g., conscientiousness, general mathematics ability, amount of teacher- student contact). Results showed that the teachers correctly estimated that, in general, their students made quite accurate monitoring and regulation judgments. However, they had difficulties with identifying those students who made substantially inaccurate monitoring and regulation judgments (for whom it is particularly important that the teachers can intervene). When taken together, teachers’ perceptions of student characteristics explained substantial variance in (the accuracy of) teacher judgments of students’ monitoring and regulation skills. Moreover, teacher judgments of students’ monitoring accuracy were more accurate when students were perceived to have learning problems or to be relatively more skilled in mathematics. These findings and measures can ultimately contribute to the design of interventions to help teachers judge and develop their students’ self-regulated learning skills.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102226"},"PeriodicalIF":10.3,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92016279","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

How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting 如何帮助学生顺利升入中学?促进学生参与、自我调节和目标设定的校本团体辅导计划的有效性

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-09-28 DOI: 10.1016/j.cedpsych.2023.102230

Juliana Martins , Pedro Rosário , Jennifer Cunha , José Carlos Núñez , Guillermo Vallejo , Tânia Moreira

{"title":"How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting","authors":"Juliana Martins , Pedro Rosário , Jennifer Cunha , José Carlos Núñez , Guillermo Vallejo , Tânia Moreira","doi":"10.1016/j.cedpsych.2023.102230","DOIUrl":"10.1016/j.cedpsych.2023.102230","url":null,"abstract":"<div><p>School transitions are labeled as challenging events in students’ academic paths likely to affect students’ development and engagement in school negatively. Grounded on extant research advocating the need to act preventively, school-based mentoring programs emerge as responses suited to provide students with developmental and instructional support during school transitions. Using a multivariate mixed-effects model for repeated measures quasi-experimental design, the present study assessed the effectiveness of a 12-session group mentoring program designed to promote fifth-grade students’ self-regulation, school engagement, and goal setting during their first school transition. Participants were 330 fifth graders in four schools randomly assigned to treatment or control conditions. Students’ self-reported measures were collected in four moments. Data were analyzed using a multivariate mixed-effects model for repeated measures analyses with two covariates (age and gender) and considering the students’ level of prior mathematics knowledge. Results indicated that participating in the group mentoring program led to improvements in all dependent variables. The effect size found was large considering all dependent variables simultaneously. However, when considered individually, the effect sizes were medium, small, or null, depending on the dependent variable. Lastly, and contrary to expectations, the effectiveness of our program was not influenced by students’ level of prior mathematics knowledge. The relevance of group mentoring programs in addressing students’ engagement and self-regulation needs is discussed. Future research and educational implications for designing mentoring programs are provided.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"76 ","pages":"Article 102230"},"PeriodicalIF":10.3,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134993826","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: 2

A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement 胜任力与价值信念、拖延与目标达成之间的个体内反馈循环之多研究

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI: 10.1016/j.cedpsych.2023.102208

Maria Theobald , Lisa Bäulke , Henrik Bellhäuser , Jasmin Breitwieser , Björn Mattes , Garvin Brod , Martin Daumiller , Markus Dresel , Patrick Liborius , Matthias Nückles

{"title":"A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement","authors":"Maria Theobald , Lisa Bäulke , Henrik Bellhäuser , Jasmin Breitwieser , Björn Mattes , Garvin Brod , Martin Daumiller , Markus Dresel , Patrick Liborius , Matthias Nückles","doi":"10.1016/j.cedpsych.2023.102208","DOIUrl":"10.1016/j.cedpsych.2023.102208","url":null,"abstract":"<div><p>In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (<em>N</em> = 841, <em>k</em> = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"74 ","pages":"Article 102208"},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45483346","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

Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation 本科新生成人的认知发展:修课广度如何支持技能形成

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI: 10.1016/j.cedpsych.2023.102206

Gabe Avakian Orona , Jacqueline Sue Eccles , Steffen Zitzmann , Christian Fischer , Richard Arum

{"title":"Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation","authors":"Gabe Avakian Orona , Jacqueline Sue Eccles , Steffen Zitzmann , Christian Fischer , Richard Arum","doi":"10.1016/j.cedpsych.2023.102206","DOIUrl":"10.1016/j.cedpsych.2023.102206","url":null,"abstract":"<div><p>Theories of cognitive development among emerging adults posit that environmental and age-related influences are responsible for individual differences in complex reasoning abilities. Exposure to and engagement with a diverse set of ideas and perspectives is stipulated to provide a context for which individuals are positioned to coordinate, integrate, and form new abstractions. This notion is implicit in the general education and elective requirements of university programs. In this study, we draw upon the cognitive psychology literature on emerging adult development to examine how intellectual breadth via course-taking patterns relates to gains in cognitive skills. Using recently collected longitudinal data of undergraduates enrolled at a large public university, we leverage a unique set of cognitive measures that tap a string of related constructs. We find moderate associations between intellectual breadth and reasoning skills, with notable differences across cognitive dimensions. Additionally, intellectual curiosity moderates the association between course breadth and cognition. Implications for theories of intellectual development are discussed in relation to undergraduate experiences.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"74 ","pages":"Article 102206"},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43652194","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: 2

Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation 中学生感知学校气氛与学校成绩：自主动机的中介作用

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI: 10.1016/j.cedpsych.2023.102202

Jérémie Verner-Filion , Marie-Hélène Véronneau , Marie-Claire Vaillancourt , Cécile Mathys

{"title":"Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation","authors":"Jérémie Verner-Filion , Marie-Hélène Véronneau , Marie-Claire Vaillancourt , Cécile Mathys","doi":"10.1016/j.cedpsych.2023.102202","DOIUrl":"10.1016/j.cedpsych.2023.102202","url":null,"abstract":"<div><p>Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87 %; M<sub>age</sub> = 14.41 years, SD<sub>age</sub> = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"74 ","pages":"Article 102202"},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897436","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: 1

Interactions of gender with predictors of academic achievement 性别与学业成绩预测因子的相互作用

IF 10.3 1区心理学

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI: 10.1016/j.cedpsych.2023.102186

Cathy Hauspie , Stijn Schelfhout , Nicolas Dirix , Lot Fonteyne , Arnaud Szmalec , Wouter Duyck

{"title":"Interactions of gender with predictors of academic achievement","authors":"Cathy Hauspie , Stijn Schelfhout , Nicolas Dirix , Lot Fonteyne , Arnaud Szmalec , Wouter Duyck","doi":"10.1016/j.cedpsych.2023.102186","DOIUrl":"10.1016/j.cedpsych.2023.102186","url":null,"abstract":"<div><p>Predictive models of academic achievement are used in various (often high stakes) applications, including selection and study orientation procedures for higher education. Considering the far-reaching consequences of their outcomes, these models should show as little bias for irrelevant factors as possible. While numerous studies have researched the impact of gender on the isolated individual predictors of academic achievement, no studies yet have explored how gender affects program-specific prediction models of academic achievement. As such, the present study examined whether prediction models exhibit gender differences in the accuracy of their predictions, and how such differences relate to the gender balance within a study program. Besides that, we developed gender-specific prediction models of academic achievement in order to examine how these models differ in terms of which predictors are included, and whether they make more accurate predictions. Data was examined from a large sample of first year students across 16 programs in an open access higher education system (<em>N</em> = 5,016). Results revealed interactions between gender and several predictors of academic achievement. While the models exhibited little difference in the accuracy of their predictions for male and female students, analyses showed that using gender-specific models substantially improved our predictions. We also found that male and female models of academic achievement differ greatly in terms of the predictors included in their composition, irrespective of the gender balance in a study program.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"74 ","pages":"Article 102186"},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42208198","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