Aera Open最新文献_第7页

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition 动机特征与学习成绩的相互作用：认知需要的作用

IF 2.8 3区教育学

Aera Open Pub Date : 2024-01-01 DOI: 10.1177/23328584231218961

A. Strobel, Alexander Strobel, F. Preckel, Ricarda Steinmayr

{"title":"On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition","authors":"A. Strobel, Alexander Strobel, F. Preckel, Ricarda Steinmayr","doi":"10.1177/23328584231218961","DOIUrl":"https://doi.org/10.1177/23328584231218961","url":null,"abstract":"While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" 19","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning. COVID-19 的破坏性：课程参与、自我评价和学习的差异。

IF 3.5 3区教育学

Aera Open Pub Date : 2023-06-29 eCollection Date: 2023-01-01 DOI: 10.1177/23328584231177967

Teresa M Ober, Ying Cheng, Matthew F Carter, Cheng Liu

{"title":"Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning.","authors":"Teresa M Ober, Ying Cheng, Matthew F Carter, Cheng Liu","doi":"10.1177/23328584231177967","DOIUrl":"10.1177/23328584231177967","url":null,"abstract":"We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"9 ","pages":"23328584231177967"},"PeriodicalIF":3.5,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/3d/86/10.1177_23328584231177967.PMC10311362.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10647901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Principal’s Role in Cross-Sector Partnerships: Sensemaking and Politics in a High-Performing Early College High School 探讨校长在跨部门伙伴关系中的角色:一所高绩效大学早期高中的意义和政治

3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231205478

Julia C. Duncheon, David E. DeMatthews

引用次数: 0

Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies 情境化的高中表现:证据告知公平的整体，可选考试和免考试招生政策

3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231197413

Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai

引用次数: 0

Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers 令人不安的经历:阻碍国际学生渴望研究和教学事业的因素

IF 2.8 3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231164407

Shinji Katsumoto, N. Stroup, Cassie L. Barnhardt

{"title":"Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers","authors":"Shinji Katsumoto, N. Stroup, Cassie L. Barnhardt","doi":"10.1177/23328584231164407","DOIUrl":"https://doi.org/10.1177/23328584231164407","url":null,"abstract":"It is estimated that one-third of students completing their doctoral study in the United States are international. This is notable because the higher education socialization processes for international students are uniquely challenging, yet little scholarship has addressed how these challenges influence doctoral students’ pursuits of faculty careers. Employing multi-institutional data from the U.S. research-intensive universities, this study examined how interpersonal socialization difficulties (based in linguistic challenges, cultural differences, and identity-based bias/discrimination) with peers, faculty, and staff were associated with declined interest in pursuing faculty positions at research-oriented universities and teaching-oriented universities. The results indicated that international doctoral students who experienced interpersonal challenges due to cultural conflicts were more likely to lose interest in faculty positions. U.S. higher education is recommended to help both international doctoral students and people around them to minimize communication difficulties of cultural differences to retain international talents who can be future international faculty.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46910173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language 走向远方：按地理位置、种族/民族、家庭收入和家庭语言划分的高质量学校学前入学差异

IF 2.8 3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231168867

Meghan McCormick, Mirjana Pralica, Joann Hsueh, C. Weiland, A. Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, S. Maves, Anne Taylor, J. Sachs

引用次数: 1

How Well Do Students Understand “Free Community College”? Promise Programs as Informational Interventions 学生对“免费社区大学”的理解程度如何?承诺项目作为信息干预

IF 2.8 3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231166948

David B. Monaghan

{"title":"How Well Do Students Understand “Free Community College”? Promise Programs as Informational Interventions","authors":"David B. Monaghan","doi":"10.1177/23328584231166948","DOIUrl":"https://doi.org/10.1177/23328584231166948","url":null,"abstract":"Given the low price of community college relative to need-based aid, last-dollar “free community college” (i.e., Promise) programs often only marginally reduce students’ real costs. Given this reality, some claim that these programs impact students largely through “messaging”: information conveying the affordability of community college. However, it is unclear how such messaging works in concept or practice. Drawing on a case study, I document the paradoxical ways last-dollar community college Promise programs alter students’ understanding of college affordability. Reflecting program marketing, students typically understood the program as simply “free college,” with little grasp of last-dollar structure or eligibility criteria. Many believed the Promise program paid their tuition, but administrative data showed the program funded very few students. Student misunderstanding of the program is traceable to a baseline conception of college as “expensive” and to a tenuous grasp of need-based aid. Promise programs’ “messaging effects” are predicated upon such prevalent misconceptions. The “message” is a mixture of clarification and misdirection, revealing a factual situation (that community college is often “tuition-free”) through an equivocation (that the Promise program is making it free).","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48991238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions 推进“交叉服务”的研究，实践和政策与西班牙裔服务机构

IF 2.8 3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221148421

Gina A. Garcia, Marcela G. Cuellar

{"title":"Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions","authors":"Gina A. Garcia, Marcela G. Cuellar","doi":"10.1177/23328584221148421","DOIUrl":"https://doi.org/10.1177/23328584221148421","url":null,"abstract":"There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46137573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights 伦理领导研究的文献计量学回顾:转移焦点和理论见解

3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231209266

Chuan-Chung Hsieh, Shao-En Tai, Hui-Chieh Li

引用次数: 0

"Everything That's Hard Got Harder": Preservice Teachers' Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic. “一切都变得更难”:职前教师在COVID大流行期间的教学排练中进行严格和响应性教学的尝试

IF 2.8 3区教育学

Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221139774

David Stroupe, Julie Christensen

引用次数: 0