Contemporary Educational Psychology最新文献

{"title":"Using PowerPoints to assess students’ learning from multiple resources","authors":"Bailing Lyu,&nbsp;Emily Grossnickle Peterson,&nbsp;Alexandra List","doi":"10.1016/j.cedpsych.2023.102204","DOIUrl":"10.1016/j.cedpsych.2023.102204","url":null,"abstract":"<div><p>PowerPoints are among the most commonly used, yet infrequently investigated, classroom assignments. This study examines the features of PowerPoints that students produce based on multiple resources and associates these features with the quality of students’ oral presentations and information use behaviors during PowerPoint production. The MD-TRACE Model (Rouet &amp; Britt, 2011) and Mayer’s SOI framework (1996) were used as guiding frameworks in this study. Confirming results from prior work, students were found to most frequently select resources based on their non-epistemic source features (e.g., length, information readability). Additionally, students were found to include a variety of organizational features (e.g., descriptive titles, topographical indicators, like bullets) on their slides. However, students’ inclusion of such organizational features negatively predicted the number of elaborated, added, and audience-directed idea units included in their oral presentations. Conversely, students’ purposeful exclusion of resources from their PowerPoints positively predicted elaborations during oral presentation delivery, suggesting complex patterns in the relation between multiple resource use and the quality of students’ PowerPoint presentations. Qualitative analysis of extreme cases was used to further explore patterns in students’ PowerPoint production.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097234","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":"Matthew effects in reading and mathematics: Examining developmental patterns in population data","authors":"Sally A. Larsen ,&nbsp;Callie W. Little","doi":"10.1016/j.cedpsych.2023.102201","DOIUrl":"10.1016/j.cedpsych.2023.102201","url":null,"abstract":"<div><p>This study examined whether Matthew effects were evident in developmental patterns of reading and mathematics skills from middle childhood to adolescence. We obtained standardized reading and mathematics scores at Grades 3, 5, 7 and 9 for full cohorts of students in two Australian states, NSW (<em>N =</em> 88,958, 48% female) and Victoria (<em>N</em> = 65,984<em>,</em> 49% female). Latent growth curve models were used to identify the best-fitting longitudinal trajectories of reading and mathematics, and to examine whether cumulative (i.e. a Matthew effect), compensatory, or stable interindividual differences characterized development in each domain. For both reading and mathematics, and in both samples, growth decelerated as grade levels increased, with latent basis models fitting the data better than linear models. Negative intercept-slope covariances, and decreasing variances at increasing grades in both domains indicated compensatory growth patterns, rather than cumulative patterns or Matthew effects. These results indicate that students with below average achievement at Grade 3 make greater gains to Grade 9 than their initially higher-achieving peers. Modeling growth trajectories in two longitudinal population datasets allows strong tests of theorized growth patterns for both reading and mathematics, and presents insights about developmental change in academic skills from middle childhood to adolescence.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46506044","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":"Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments","authors":"Yi Zhang ,&nbsp;Christian D. Schunn","doi":"10.1016/j.cedpsych.2023.102210","DOIUrl":"10.1016/j.cedpsych.2023.102210","url":null,"abstract":"<div><p>Although peer review is a widely-used pedagogical technique, its value depends upon the quality of the reviews that students produce, and much research remains to be done to systematically study the nature, causes, and consequences of variation in peer review quality. We propose a new framework that conceptualizes five larger dimensions of peer review quality and then present a study that investigated three specific peer review quality constructs in a large dataset and further explored how these constructs change through different types of self-regulation peer reviewing experiences. Peer review data across multiple assignments were analyzed from 2,092 undergraduate students enrolled in one of three offerings of a biology course at a large public research university in the United States. Peer review quality was measured in terms of comment amount, comment accuracy, and rating accuracy; the measures of reviewing experience focused upon self-regulated learning factors such as practice, feedback, others’ modeling, and relative performance. Meta-correlation (for testing reliability, separability, and stability) and <em>meta</em>-regression (as a time-series analysis for testing the relationship of changes across assignments in reviewing quality with experiences as reviewer and reviewee) are used to establish the robustness of effects and meaningful variation of effects across course offerings and assignments. Results showed that there were three meaningful review quality constructs (i.e., were measured reliably, separable, and semi-stable over time). Further, all three showed changes in response to previous reviewer and reviewee experiences, but only feedback helpfulness, in particular, showed effects of all four examined types of self-regluation experiences (practice, feedback, others’ modeling, and relative performance). The findings suggest that instructors can improve review quality by providing comment prompt scaffolds that lead to longer comments as well as by matching authors with similarly performing reviewers.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482423","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":"Effects of bicultural competence and racial identity on intrinsic motivation: The mediating role of belonging to Native American tribal colleges","authors":"Teresa LaFromboise,&nbsp;Oswaldo Rosales,&nbsp;Zainab Hosseini","doi":"10.1016/j.cedpsych.2023.102203","DOIUrl":"10.1016/j.cedpsych.2023.102203","url":null,"abstract":"<div><p>Since the arrival of Europeans in the Americas, Native Americans (NA) have experienced historical trauma (Brave Heart &amp; DeBruyn, 1998). However, sources of socio-cultural resilience continue to exist within this population (Kirmayer et al., 2011). Rather than pathologize NAs, we attempt to better understand the implications of their sources of socio-cultural resilience. We sought to examine how bicultural competence and racial identity affect intrinsic motivation and how these relationships are mediated by a sense of belonging. Self-reported data for this study was gathered from a sample of NAs (<em>N</em> = 219) attending a tribal college. Results suggest that bicultural competence and the racial identity dimensions of racial centrality and private regard are related to intrinsic motivation, and these relationships are mediated by a sense of belonging. These findings suggest that tribal colleges are a likely source of socio-cultural resilience, facilitating success for NAs in an ever-changing world.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48624111","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":"Feelings on feedback: Children’s emotional responses during mathematics problem solving","authors":"Megan Merrick ,&nbsp;Emily R. Fyfe","doi":"10.1016/j.cedpsych.2023.102209","DOIUrl":"10.1016/j.cedpsych.2023.102209","url":null,"abstract":"<div><p>Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children (<em>M</em> age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial feedback on their answers. Trained researchers used children’s facial expressions, tone of voice, and verbal statements to quantify their positive and negative affect on each trial. Overall, children tended to express more positive affect than negative affect. However, negative affect was more prominent when the child was incorrect and received negative feedback, and higher negative affect was associated with lower accuracy and lower persistence on the task. These results provide novel empirical evidence for the role of emotions during children’s STEM learning in a non-evaluative context.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10420002/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10005472","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":"Profiles of afterschool motivations: A situated expectancy-value approach","authors":"Ashlee L. Sjogren ,&nbsp;Kristy A. Robinson ,&nbsp;Alison C. Koenka","doi":"10.1016/j.cedpsych.2023.102197","DOIUrl":"https://doi.org/10.1016/j.cedpsych.2023.102197","url":null,"abstract":"<div><p>Despite the benefits of afterschool programs, we know very little about what motivates adolescents to attend and what costs they might associate with doing so. Situated expectancy-value theory (SEVT) proposes that expectancy for success, value, and cost perceptions are motivational beliefs that are important precursors to students’ engagement in such programs, and thus may shape the extent to which students can benefit from them. Accordingly, we examined profiles of expectancy, value, and cost beliefs associated with afterschool program participation in a sample of middle school students (<em>N</em> = 197) in an urban context. We then examined profiles for their relations to student demographics (gender, grade, race/ethnicity), achievement (English and Math grades), and program attendance. Latent profile analyses yielded three profiles: a <em>moderate-low mixed motivation</em> profile, a <em>high cost and mixed motivation profile</em>, and a <em>positively motivated with moderate effort cost</em> profile, thus uniquely contributing to the literature by describing the nature and incidence of how multiple motivational beliefs co-occur among groups of students in afterschool spaces. Subsequent analyses revealed that the <em>positively motivated with moderate effort cost</em> profile was associated with higher program attendance rates than the other two profiles. These results extend the theoretical knowledge base by exploring students’ expectancies, values, and costs in an informal educational context and have important implications for afterschool educators and policymakers.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49813113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is the effect of talking heads in educational videos with different types of narrated slides?","authors":"Christina Sondermann,&nbsp;Martin Merkt","doi":"10.1016/j.cedpsych.2023.102207","DOIUrl":"10.1016/j.cedpsych.2023.102207","url":null,"abstract":"<div><p>Video-based learning plays an increasingly important role and thus the optimal design of video-based learning materials attracts the attention of scientists and practitioners alike. In this context, producers of educational videos often include a talking head in their videos, although theory (e.g., cognitive theory of multimedia learning) also suggests potential disadvantages for this format. Since talking heads attract a lot of visual attention, further empirical research is necessary to investigate whether a talking head can hinder learning, especially presented next to graphic-based learning content. To address this research gap, we conducted two online experiments to investigate the effects of a talking head in educational videos with narrated slides (short slideshow lectures) on learning outcomes (i.e., factual knowledge acquisition) and participants’ subjective ratings of the learning material (e.g., perceived learning). In Experiment<!--> <!-->1 (<em>N</em> = 96), we varied whether the instructor’s talking head was present or absent in the videos as a between-factor, and whether the visual content on the slides was graphic-based (pictures, diagrams, maps) or text-based (bullet points) as a within-factor (slide type). In Experiment<!--> <!-->2 (<em>N</em> = 184), we additionally varied as a between-factor whether the contents appeared sequentially or statically all at once (presentation type). Our results showed that the talking head did not affect learning outcomes, regardless of slide type and presentation type of the videos suggesting that the inclusion of a talking head offers neither clear advantages nor disadvantages. Potential explanations for the findings and directions for future research are discussed.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43493791","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":"The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school","authors":"Qinxin Shi ,&nbsp;Florina Erbeli ,&nbsp;Marianne Rice ,&nbsp;Jonathan E. Butner","doi":"10.1016/j.cedpsych.2023.102200","DOIUrl":"10.1016/j.cedpsych.2023.102200","url":null,"abstract":"<div><p>This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial <em>lower</em> skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45109440","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":"Measuring teachers’ momentary affect: An exploratory experience sampling study","authors":"Kristabel Stark ,&nbsp;Nathan Jones ,&nbsp;Eric Camburn ,&nbsp;Lindsey Kaler","doi":"10.1016/j.cedpsych.2023.102205","DOIUrl":"10.1016/j.cedpsych.2023.102205","url":null,"abstract":"<div><p>As researchers and school leaders increasingly recognize the importance of teachers’ emotions for both teachers and students, it is imperative that researchers document teachers’ affective experiences using ecologically valid methodologies. In this study, we use the experience sampling method to explore the momentary emotions of 238 teachers in two suburban school districts in the Northeast region of the United States. Using 1443 momentary affective reports, we report patterns in affect that emerged across the full sample of teachers, including the types of emotions teachers experienced most frequently and most intensely, as well as variance in momentary affective experiences, both within and across teachers. We consider ways in which professional role, professional activity, and affective appraisals relate to teachers’ momentary affective experiences, and conclude with a discussion of implications for future research and practice.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45715532","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":"A bioecological perspective on mindset","authors":"Matthew H. Kim","doi":"10.1016/j.cedpsych.2023.102173","DOIUrl":"10.1016/j.cedpsych.2023.102173","url":null,"abstract":"<div><p>Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":null,"pages":null},"PeriodicalIF":10.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363679","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}