European Journal of Psychology of Education最新文献_第2页

The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect 在线群体间接触干预的起伏：流行叙事和二次转移效应

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-08-02 DOI: 10.1007/s10212-024-00887-6

Simona Oľhová, Monika Brachtlová, Marek Urban

{"title":"The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect","authors":"Simona Oľhová, Monika Brachtlová, Marek Urban","doi":"10.1007/s10212-024-00887-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00887-6","url":null,"abstract":"Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"33 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887316","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}

引用次数: 0

The values of schools: an analysis of vision statements 学校的价值观：对愿景声明的分析

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-31 DOI: 10.1007/s10212-024-00886-7

Ella Daniel, Sharon Arieli, Liat Akerman

{"title":"The values of schools: an analysis of vision statements","authors":"Ella Daniel, Sharon Arieli, Liat Akerman","doi":"10.1007/s10212-024-00886-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00886-7","url":null,"abstract":"School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz’s values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870932","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}

引用次数: 0

How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics 如何利用指南和教学评分标准改进本科生撰写的议论性综合文章

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-29 DOI: 10.1007/s10212-024-00890-x

Isabel Cuevas, Mar Mateos, Lidia Casado-Ledesma, Ricardo Olmos, Miriam Granado-Peinado, María Luna, Juan Antonio Núñez, Elena Martín

{"title":"How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics","authors":"Isabel Cuevas, Mar Mateos, Lidia Casado-Ledesma, Ricardo Olmos, Miriam Granado-Peinado, María Luna, Juan Antonio Núñez, Elena Martín","doi":"10.1007/s10212-024-00890-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00890-x","url":null,"abstract":"Undergraduates often struggle writing argumentative syntheses from conflicting sources. Written guides can help in the different phases of the process involved in these tasks and are more effective when accompanied by explicit instruction. Nevertheless, there are few studies on instructional rubrics as an aid to argumentative writing and none are focused on synthesis tasks. Our objectives were to compare (1) the effectiveness of a guide and a rubric as aids to the processes of selection and integration in writing an argumentative synthesis; (2) whether explicit instruction in synthesis writing strategies enhances the effects of both aids and (3) the effectiveness of the aids offered during the practice sessions performed with the support of aids and after removing those aids. The study was conducted with 120 undergraduate psychology students. An experimental inter/intra-subject factorial design 2 (Instruction) x 2 (Type of aid) x 4 (Time) was employed. We used mixed linear models to assess the intervention effects. The guide facilitated the selection of arguments. Both guide and rubric promoted integration. When students also received explicit instruction, the learning rate of integration strategies was accelerated, and the impact of guide and rubric was greater.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"260 24 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870929","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}

引用次数: 0

Developing theory by engaging in collaborative transformations of educational practice 通过参与教育实践的合作变革来发展理论

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-29 DOI: 10.1007/s10212-024-00883-w

Thomas Gylling-Andersen

{"title":"Developing theory by engaging in collaborative transformations of educational practice","authors":"Thomas Gylling-Andersen","doi":"10.1007/s10212-024-00883-w","DOIUrl":"https://doi.org/10.1007/s10212-024-00883-w","url":null,"abstract":"This article presents a methodological approach to educational psychology research in which researchers engage in collaborative transformations of educational practice while developing theory concerning the societal and scientific relevance of these transformative processes. The theoretical inspiration for this approach stems from German-Scandinavian Critical Psychology, Transformative Activist Stance, and the Change Laboratory Framework — three research traditions with common roots in cultural-historical psychology and activity theory. Empirically, the article is based on a transformative research collaboration between the author and a 2nd grade teacher at a Danish municipal primary school. The aim was to develop an intervention framework to support the development of cultures of care within communities of children, while simultaneously producing theoretical knowledge about the conditions that enable the development of such cultures within the contradictory and dilemma-filled historical and socio-political context of Danish municipally governed schools. Empirical excerpts show how a novel intervention principle emerged as a synthesis of the researcher and the schoolteacher’s respective, seemingly contradictory knowledge contributions. Against a backdrop of historical-institutional analyses, it is argued that this intervention principle represents a novel scope of possibilities for educational professionals struggling to manoeuvre within the various contradictions and common problems inherent to Danish municipally governed schools. In the discussion, it is argued that the transformative approach presented here seems particularly promising for the democratisation of knowledge production. This assertion is supported by a demonstration of how the approach is particularly flexible to continuously integrate critique, contributions, and contestations from co-researchers within educational practice, adults as well as children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"15 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870928","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}

引用次数: 0

How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic 儿童的策略选择和执行与他们的执行功能有何关系？多步算术中的选择/非选择研究

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00889-4

Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel

{"title":"How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic","authors":"Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel","doi":"10.1007/s10212-024-00889-4","DOIUrl":"https://doi.org/10.1007/s10212-024-00889-4","url":null,"abstract":"In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (Mage = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"54 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774624","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}

引用次数: 0

Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school 法国教师接待幼儿园和小学癌症学生的经验、困难和需求

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00888-5

Virginie Fabre, Florence Labrell

{"title":"Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school","authors":"Virginie Fabre, Florence Labrell","doi":"10.1007/s10212-024-00888-5","DOIUrl":"https://doi.org/10.1007/s10212-024-00888-5","url":null,"abstract":"International research suggests that the success of re-entering school for cancer survivors is multifactorial. The quality of the school-family-hospital liaison and the promotion of social links between the child with cancer and his or her classmates appear to be central points. In France, the schooling of children with cancer is not frequently examined, and the teachers’ experiences are never discussed. The aim of our study is to investigate the professional practices and experiences of French teachers in kindergarten and primary schools welcoming students with cancer, regarding international studies, to contribute to improving the handling of these children. By using an international survey based on the Delphi method as well as qualitative data, we investigated the point of view of 66 French teachers working in kindergarten and primary schools. Both methods highlight that strong collaboration with parents, the information provided by medical staff, and social connections with classmates constitute needs for interviewed teachers. In parallel, keeping a constant link with the children and their families, raising the awareness of peers, and providing personalized support to the survivor student appear to be major resources for these teachers. In terms of difficulties, both methods attest that teachers request training and more support to manage both survivor students’ academic difficulties, peer awareness, and mutual understanding. Besides, qualitative results suggest a lack of efficiency in school-hospital liaison and in institutional support, which might be strengthened through standardization of the re-entry process and systematic monitoring of the school career of these children.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"67 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774623","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}

引用次数: 0

Importance of students’ social resources for their academic achievement and well-being in elementary school 学生的社会资源对其小学学业成绩和幸福感的重要性

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-22 DOI: 10.1007/s10212-024-00877-8

Jakob Schwerter, Justine Stang-Rabrig, Ruben Kleinkorres, Johannes Bleher, Philipp Doebler, Nele McElvany

{"title":"Importance of students’ social resources for their academic achievement and well-being in elementary school","authors":"Jakob Schwerter, Justine Stang-Rabrig, Ruben Kleinkorres, Johannes Bleher, Philipp Doebler, Nele McElvany","doi":"10.1007/s10212-024-00877-8","DOIUrl":"https://doi.org/10.1007/s10212-024-00877-8","url":null,"abstract":"Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students’ development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students (MAge = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students’ well-being but not necessarily incremental to students’ academic achievement.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"53 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744456","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}

引用次数: 0

Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education 探索混合式计算机科学教育中社会心理学习环境和教学模式对学习成绩的影响

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-20 DOI: 10.1007/s10212-024-00884-9

Shonn Cheng, Hsuan-Pu Chang, Sheng-Shiang Tseng

{"title":"Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education","authors":"Shonn Cheng, Hsuan-Pu Chang, Sheng-Shiang Tseng","doi":"10.1007/s10212-024-00884-9","DOIUrl":"https://doi.org/10.1007/s10212-024-00884-9","url":null,"abstract":"The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We employed exploratory structural equation modeling to analyze the data. Our findings indicated that within the perceived psychosocial learning environments, dimensions such as personal relevance, authentic learning, and active learning significantly predicted various motivational beliefs. Furthermore, active learning and expectancy were strong predictors of effective time management, while instructional modality and emotional cost were closely linked to academic procrastination. Notably, academic procrastination emerged as the sole significant predictor of academic achievement, measured by course grades. These results suggest that traditional curricula emphasizing textbook reading and code memorization may be ineffective in teaching computer science. Additionally, our study highlights a higher tendency for procrastination in online settings. We recommend a curriculum focused on personal relevance, authentic learning, and active learning to better motivate students and enhance their ability to manage their learning effectively. To improve academic achievement in computer science education, it is crucial to address maladaptive self-regulatory processes and motivational beliefs, which primarily arise from active learning and instructional modality. We will conclude with specific recommendations for designing learning environments that better support computer science education.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"43 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744582","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}

引用次数: 0

Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities 西班牙大学在软件开发指导下开展合作、协作和跨学科学习的成效

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-18 DOI: 10.1007/s10212-024-00881-y

Sonia Lorente, Mónica Arnal-Palacián, Maximiliano Paredes-Velasco

{"title":"Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities","authors":"Sonia Lorente, Mónica Arnal-Palacián, Maximiliano Paredes-Velasco","doi":"10.1007/s10212-024-00881-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00881-y","url":null,"abstract":"The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"36 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744457","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}

引用次数: 0

Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity 促进教师教育中的诊断推理：案例形式和感知真实性的作用

IF 3 2区心理学

European Journal of Psychology of Education Pub Date : 2024-07-13 DOI: 10.1007/s10212-024-00874-x

Sarah Bichler, Michael Sailer, Elisabeth Bauer, Jan Kiesewetter, Hanna Härtl, Martin R. Fischer, Frank Fischer

{"title":"Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity","authors":"Sarah Bichler, Michael Sailer, Elisabeth Bauer, Jan Kiesewetter, Hanna Härtl, Martin R. Fischer, Frank Fischer","doi":"10.1007/s10212-024-00874-x","DOIUrl":"https://doi.org/10.1007/s10212-024-00874-x","url":null,"abstract":"Teachers routinely observe and interpret student behavior to make judgements about whether and how to support their students’ learning. Simulated cases can help pre-service teachers to gain this skill of diagnostic reasoning. With 118 pre-service teachers, we tested whether participants rate simulated cases presented in a serial-cue case format as more authentic and become more involved with the materials compared to cases presented in a whole case format. We further investigated whether participants with varying prior conceptual knowledge (what are symptoms of ADHD and dyslexia) gain more strategic knowledge (how to detect ADHD and dyslexia) with a serial-cue versus whole case format. We found that the case format did not impact authenticity ratings but that learners reported higher involvement in the serial-cue case format condition. Bayes factors provide moderate evidence for the absence of a case format effect on strategic knowledge and strong evidence for the absence of an interaction of case format and prior knowledge. We recommend using serial-cue case formats in simulations as they are a more authentic representation of the diagnostic reasoning process and cognitively involve learners. We call for replications to gather more evidence for the impact of case format on knowledge acquisition. We suggest a further inquiry into the relationship of case format, involvement, and authenticity but think that a productive way forward for designing authentic simulations is attention to aspects that make serial-cue cases effective for diverse learners. For example, adaptive feedback or targeted practice of specific parts of diagnostic reasoning such as weighing evidence.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141613908","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}

引用次数: 0