Contemporary Educational Psychology最新文献_第8页

Three applications of semantic network analysis to individual student think-aloud data 语义网络分析在学生个体思考-朗读数据中的三种应用

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-10-19 DOI: 10.1016/j.cedpsych.2024.102318

Jennifer G. Cromley , Joseph F. Mirabelli , Andrea J. Kunze

{"title":"Three applications of semantic network analysis to individual student think-aloud data","authors":"Jennifer G. Cromley , Joseph F. Mirabelli , 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}

引用次数: 0

An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination 一项探索性实验，调查教师的种族和性别偏见归因以及个人种族歧视经历的调节作用

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-10-05 DOI: 10.1016/j.cedpsych.2024.102317

Yasemin Copur-Gencturk , Ian Thacker , Joseph R. Cimpian

{"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 , Ian Thacker , 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}

引用次数: 0

How much active teaching should be incorporated into college course lectures to promote active learning? 大学课程讲授中应融入多少主动式教学以促进主动学习？

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-10-02 DOI: 10.1016/j.cedpsych.2024.102316

Amedee Marchand Martella , Melissa Swisher , Richard E. Mayer

{"title":"How much active teaching should be incorporated into college course lectures to promote active learning?","authors":"Amedee Marchand Martella , Melissa Swisher , 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}

引用次数: 0

Self-efficacy inertia: The role of competency beliefs and academic burden in achievement 自我效能惰性：能力信念和学业负担对成绩的影响

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-30 DOI: 10.1016/j.cedpsych.2024.102315

Sarah M. Wolff , Jonathan C. Hilpert , Vanessa W. Vongkulluksn , Matthew L. Bernacki , Jeffrey A. Greene

{"title":"Self-efficacy inertia: The role of competency beliefs and academic burden in achievement","authors":"Sarah M. Wolff , Jonathan C. Hilpert , Vanessa W. Vongkulluksn , Matthew L. Bernacki , Jeffrey A. Greene","doi":"10.1016/j.cedpsych.2024.102315","DOIUrl":"10.1016/j.cedpsych.2024.102315","url":null,"abstract":"<div><div>The effort to translate self-efficacy theory into statistical models has been argued to model out the complex, dynamic nature of the interaction between the person and the environment. This study aimed to understand how self-efficacy (belief in one’s abilities) and academic burden (the external challenges students face in their studies) relate to academic performance over time and whether modeling both between and within subject variance components provides a more comprehensive perspective that is better aligned with theory. Self-efficacy and academic burden were collected at five time points, one month apart from undergraduate students (<em>N</em> = 443) enrolled in an online biology class. The data were fit to four models: 1) a standard cross lagged panel model (CLPM), 2) a random intercept cross-lagged panel model (RI-CLPM), 3) an RI-CLPM in which grade was regressed on the random-intercepts, and 4) an RI-CLPM in which grade was regressed on the random-intercepts and the within-person fluctuations. The RI-CLPM was a better fit to the data over the CLPM, indicating that separating effects that are attributed to individual differences from within-person effects appears to better capture the reciprocal relationships between self-efficacy and academic burden. Further, when only the general tendencies of self-efficacy and academic burden were specified to predict final grade, there was a significant positive relationship between self-efficacy and grades. However, when within-person variations over time were added as predictors in addition to the between-person differences, this general relationship lost significance. These findings suggest that gaining self-efficacy momentum in a class is perhaps more predictive of academic achievement than having a general tendency towards confidence in one’s abilities relative to peers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102315"},"PeriodicalIF":3.9,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421779","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

Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3 教师-家长学业支持档案：与儿童在二年级和三年级坚持完成任务的关系

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-19 DOI: 10.1016/j.cedpsych.2024.102314

Justina Davolyte , Noona Kiuru , Saule Raiziene , Gintautas Silinskas

{"title":"Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3","authors":"Justina Davolyte , Noona Kiuru , Saule Raiziene , Gintautas Silinskas","doi":"10.1016/j.cedpsych.2024.102314","DOIUrl":"10.1016/j.cedpsych.2024.102314","url":null,"abstract":"<div><div>This study aimed to identify profiles of academic support (help frequency, positive affect, and autonomy support) that teachers and parents provide for children and examine their associations with children’s task persistence in Grades 2 and 3 after controlling for children’s gender, academic performance, and parents’ educational level. Altogether, 614 children participated in the study (48 % girls). Their parents (<em>n</em> = 576) reported on academic support at home at the end of Grade 3 (T2). Their teachers (<em>n</em> = 40) rated academic support that they provided for each child in their class at the end of Grade 3 (T2). At each measurement occasion (T1 and T2), teachers rated children’s task persistence. First, latent profile analysis identified four teacher-parent academic support profiles in Grade 3 (T2): <em>High teacher positive affect</em> (37.5 %); <em>Average help, autonomy, and positive affect</em> (26.3 %); <em>Moderately low teacher positive affect</em> (32 %): and <em>Very low teacher positive affect</em> (4.2 %). Second, the results indicated that the more persistent children were in Grade 2, the more likely they were to belong to teacher-parent academic support profiles characterized by lower help, average autonomy, and higher positive affect in Grade 3. Third, for children belonging to the <em>High teacher positive affect</em> profile, task persistence improved between Grades 2 and 3.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102314"},"PeriodicalIF":3.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0361476X24000596/pdfft?md5=602d1cbefa9e8f4304b3540e22bad339&pid=1-s2.0-S0361476X24000596-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313067","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

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach 社会情感课堂环境对教师期望效应的中介作用：多层次结构方程建模方法

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-14 DOI: 10.1016/j.cedpsych.2024.102313

Zheng Li , Christine Rubie-Davies

{"title":"Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach","authors":"Zheng Li , Christine Rubie-Davies","doi":"10.1016/j.cedpsych.2024.102313","DOIUrl":"10.1016/j.cedpsych.2024.102313","url":null,"abstract":"<div><p>In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102313"},"PeriodicalIF":3.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239424","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

Trajectories of advanced math taking for low-income students of color in middle and high school 低收入有色人种学生在初中和高中学习高等数学的轨迹

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-11 DOI: 10.1016/j.cedpsych.2024.102312

Courtney Ricciardi , Adam Winsler

{"title":"Trajectories of advanced math taking for low-income students of color in middle and high school","authors":"Courtney Ricciardi , Adam Winsler","doi":"10.1016/j.cedpsych.2024.102312","DOIUrl":"10.1016/j.cedpsych.2024.102312","url":null,"abstract":"<div><p>Differential access to and enrollment in advanced mathematics for historically underrepresented groups is a pervasive problem in education, however, research has primarily focused on achievement rather than access. This necessitates an examination of who is accessing advanced coursework and what differentiates the course trajectories students follow across middle and high school. We utilized data from a large (<em>N</em> = 18,841), majority Latinx (57.6 % Latinx, 35.5 % Black, 6.1 % White/Other, and 0.6 % Asian/Pacific Islander) and low-income (77 % free/reduced-price lunch) sample of students followed longitudinally from middle through high school. Latent class analysis (LCA) categorized students into 6 classes representing commonly followed pathways of advanced math course taking from grade 6 to 12. Multinomial logistic regression was used to connect individual demographics, school readiness skills, and prior achievement variables to the likelihood of being assigned to a particular class. Prior academic performance was most strongly related to advanced math pathway assignment, but even controlling for this, gender, disability status, and cognitive and fine motor skills at age 4 also impacted the math pathway a student was likely to follow in middle and high school. Race/ethnicity was a significant differentiator only when comparing the two most advanced pathways. These findings highlight the importance of early school readiness skills and demonstrate how early opportunity gaps impact later student outcomes. Tailored intervention and supports are necessary to ensure equitable access to coursework which expands a student’s opportunities and chances for postsecondary success.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102312"},"PeriodicalIF":3.9,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239425","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

Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts 当学生阅读多篇说明性文章时，关注著名术语可促进叙事框架分析

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-07 DOI: 10.1016/j.cedpsych.2024.102302

Alexandra List , Honcui Du

{"title":"Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts","authors":"Alexandra List , Honcui Du","doi":"10.1016/j.cedpsych.2024.102302","DOIUrl":"10.1016/j.cedpsych.2024.102302","url":null,"abstract":"<div><div>Narrative frames refer to the ways in which information in media is relayed, organized, and contextualized, in order to provide learners with a structure and a frame of reference for new content. Narrative frames are pervasive and have been found to have an effect on individuals’ attitudes and understandings of various social issues. However, students’ abilities to identify and analyze narrative frames during reading have rarely been examined in prior work. In this study, we examine whether two experimental manipulations are able to increase students’ attendance to and analysis of narrative frames when reading four texts addressing a contemporary social issue (i.e., a proposed new housing development). An experimental design was used. Students (<em>N</em> = 141) were randomly assigned to receive a definition of narrative frames, or not, prior to reading and asked to identify notable terms during reading or not. Then, students were asked to read four texts, offering various contrasting perspectives on the construction of a new affordable housing development. Finally, students completed open-ended questions tapping overt and covert narrative frame identification and analysis and multiple text integration. Although providing students with an explicit definition of narrative frames did not improve performance, asking students to attend to notable terms during reading improved overt narrative frame analysis scores. Additionally, students identifying more notable terms during reading was associated with higher overt and covert narrative frame analysis performance. Attending to notable terms during reading may be one means of fostering students’ analysis of overt and covert narrative frames.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102302"},"PeriodicalIF":3.9,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421778","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

Lesson-specific control-value appraisals and achievement emotions in maths: A combination with the standardized questionnaire survey 针对具体课程的控制价值评价与数学成就情绪：与标准化问卷调查相结合

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.cedpsych.2024.102301

Xin Chen

引用次数: 0

Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study 早期的分数关系推理能独特地预测儿童日后的代数思维：纵向研究

IF 3.9 1区心理学

Contemporary Educational Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.cedpsych.2024.102300

Boby Ho-Hong Ching, Xiang Yu Li

{"title":"Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study","authors":"Boby Ho-Hong Ching, Xiang Yu Li","doi":"10.1016/j.cedpsych.2024.102300","DOIUrl":"10.1016/j.cedpsych.2024.102300","url":null,"abstract":"<div><p>The association between children’s fraction relational reasoning and their algebraic thinking has not been explored longitudinally. This study used incremental importance analysis and relative weight analysis to examine the extent to which fourth-grade (<em>M=</em>112.3 months, <em>SD=</em>2.25) fraction relational reasoning predicted sixth-grade algebraic performance, compared to an extensive set of cognitive factors. Multiple linear regression revealed that fraction relational reasoning, fraction and decimal magnitude knowledge, fraction arithmetic, attentive behavior, counting recall, and listening recall were significant predictors in the final model. Relative weight analysis indicated the contribution of fraction relational reasoning to algebraic performance did not differ significantly from fraction magnitude knowledge and fraction arithmetic, but was a stronger predictor than the other variables. This suggests the central executive component of working memory, attention, fraction relational reasoning, magnitude knowledge of fractions and decimals, and fraction arithmetic may warrant focused attention when preparing children for algebra.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"79 ","pages":"Article 102300"},"PeriodicalIF":3.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150496","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