Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange
{"title":"Problem-solving support and instructional sequence: impact on cognitive load and student performance","authors":"Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange","doi":"10.1007/s10212-023-00757-7","DOIUrl":"https://doi.org/10.1007/s10212-023-00757-7","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"42 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135867938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andrés Rubio, Juan Carlos Oyanedel, Ferran Viñas, Javier Torres-Vallejos, Cristián Céspedes-Carreño, Danae Pedraza, Rami Benbenishty
{"title":"Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents","authors":"Andrés Rubio, Juan Carlos Oyanedel, Ferran Viñas, Javier Torres-Vallejos, Cristián Céspedes-Carreño, Danae Pedraza, Rami Benbenishty","doi":"10.1007/s10212-023-00753-x","DOIUrl":"https://doi.org/10.1007/s10212-023-00753-x","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"15 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muhammad Zahid Iqbal, Tamania Khan, Malik Ikramullah
{"title":"Toward academic satisfaction and performance: the role of students’ achievement emotions","authors":"Muhammad Zahid Iqbal, Tamania Khan, Malik Ikramullah","doi":"10.1007/s10212-023-00751-z","DOIUrl":"https://doi.org/10.1007/s10212-023-00751-z","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"505 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The association between sourcing skills and intertextual integration in lower secondary school students","authors":"Oriana Incognito, Christian Tarchi","doi":"10.1007/s10212-023-00750-0","DOIUrl":"https://doi.org/10.1007/s10212-023-00750-0","url":null,"abstract":"Abstract Sourcing and intertextual integration skills are critical to the development of young students’ digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author’s expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author’s competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Factors influencing ethnic minority students' helping behavior in cyberbullying: perceived severity of cyberbullying from various perspectives, the online disinhibition effect, and parental online discipline style","authors":"Chiao Ling Huang, Yilihamu Alimu, Shu Ching Yang","doi":"10.1007/s10212-023-00738-w","DOIUrl":"https://doi.org/10.1007/s10212-023-00738-w","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135833532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Can metacognitive accuracy be altered through prompting in biology text reading?","authors":"Stefanie Elsner, Jörg Großschedl","doi":"10.1007/s10212-023-00747-9","DOIUrl":"https://doi.org/10.1007/s10212-023-00747-9","url":null,"abstract":"Abstract Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to the cue utilisation framework and the embedded-processes model of working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information during the learning process. We assumed that the information will be taken into account when comprehension judgments are formed. Subsequently, metacognitive accuracy will be altered. Based on the results of this online study with pre-service biology teachers, we can neither confirm nor reject our main hypothesis and assume small effects of prompting on metacognitive accuracy if there are any. Learning performance and judgment of comprehension were not found to be impacted by the use of resource- and deficit-oriented prompting. Other measurements of self-evaluation (i.e. satisfaction with learning outcome and prediction about prolonged comprehension) were not influenced through prompting. The study provides merely tentative evidence for altered metacognitive accuracy and effects on information processing through prompting. Results are discussed in light of online learning settings in which the effectiveness of prompt implementation might have been restricted compared to a classroom environment. We provide recommendations for the use of prompts in learning settings with the aim to facilitate their effectiveness, so that both resource-oriented and deficit-oriented prompts can contribute to metacognitive skill development if they are applied appropriately.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mariano Andrés Castellaro, Nadia Soledad Peralta, Juan Manuel Curcio
{"title":"Competence symmetry in peer collaboration: A micro-sequential approach","authors":"Mariano Andrés Castellaro, Nadia Soledad Peralta, Juan Manuel Curcio","doi":"10.1007/s10212-023-00746-w","DOIUrl":"https://doi.org/10.1007/s10212-023-00746-w","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi
{"title":"Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports","authors":"Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi","doi":"10.1007/s10212-023-00749-7","DOIUrl":"https://doi.org/10.1007/s10212-023-00749-7","url":null,"abstract":"Abstract This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents’ and teachers’ reports, with parents attributing to children more EF difficulties than parents. Children’s EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers’ reports. The value of using indirect measurement of preschoolers’ EF problems and the importance of adopting a multi-informant approach are discussed.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont
{"title":"Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes","authors":"Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont","doi":"10.1007/s10212-023-00741-1","DOIUrl":"https://doi.org/10.1007/s10212-023-00741-1","url":null,"abstract":"Abstract Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement and self-reported motivation and engagement in reading and maths over several school years. Analysing longitudinal data from N = 2402 students and their teachers, we found that teacher perceptions of student motivation and engagement in Grade 5 were significantly related to student achievement in reading 1 year later and in maths 1, 2, and 3 years later. An association with student motivation and engagement was only found for maths 1 year later.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}