Journal of Experimental Education最新文献

{"title":"Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation","authors":"Cornelia Stiller, Matthias Wilde","doi":"10.1080/00220973.2023.2269128","DOIUrl":"https://doi.org/10.1080/00220973.2023.2269128","url":null,"abstract":"AbstractScientific inquiry is an inquiry-based learning approach that emphasizes student investigation of research questions and the utilization of scientific methods to address those research questions. One such method is experimentation, which is viewed as an open-ended problem-solving process that is mostly perceived by students as a complex procedure. Supplementing open inquiry with instructional support that matches students’ competences is crucial to enable autonomous experimentation. Incremental scaffolds offer instructional guidance during experimentation and allow students to work on a task autonomously. To answer the question of whether guidance through incremental scaffolds, as opposed to full-structured experimenting, might have a positive impact on students’ perceived competence regarding experimentation and motivation, 251 students were assigned to two treatment conditions in our study. The “full-structured group” (n = 122) worked with full-structured experimentation guides and the “incremental scaffolds group” (n = 129) received incremental scaffolds as supporting materials during experimentation. Our results show that the students in the “full-structured group” perceived themselves as significantly more competent in planning, conducting, and analyzing the experiment and were more intrinsically motivated than the students of the “incremental scaffolds group”.Keywords: Experimentationincremental scaffoldspromptsscientific inquiry AcknowledgmentsThe study was conducted in accordance with the legal requirements at the time of the conduction of the study. The principals of the school and the teachers of the participating classes were informed about the study and agreed to its implementation. There was no need for an ethical approval because no person-related data were collected.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136311884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses","authors":"Kristy A. Robinson, So Yeon Lee","doi":"10.1080/00220973.2023.2267006","DOIUrl":"https://doi.org/10.1080/00220973.2023.2267006","url":null,"abstract":"AbstractStudents vary in their perceptions of teachers’ motivational supports, even within the same classroom, but it is unclear why this is the case. To enable the design of equitable environments and understand the theoretical nature of motivational climate, this study explored demographic differences in university students’ perceptions of instruction across five large, introductory STEM (science, technology, engineering, and mathematics) courses (N = 2,486), along with end-of-semester outcomes. Results indicated that women and students from traditionally underrepresented racial or ethnic groups (Black, Hispanic/Latino/a, or Indigenous students) tended to perceive slightly higher motivational support in their courses compared to men and traditionally overrepresented (White or Asian) students, respectively. However, patterns were not uniform across all courses or variables. Men and women did not significantly differ on end-of-semester interest in any course, but women tended to have lower self-efficacy in some courses and significantly higher grades in programming compared to men. Implications include a caution for researchers against interpreting sample-specific or aggregated evidence of demographic differences as generalizing to broader populations or specific settings.Keywords: classroom environmentmotivational climateSTEM educationstudent perceptions Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 Of the 2,486 students who consented to participate in the study, all but 3 completed at least one survey item used in the present study. The 3 students who consented but did not complete specific survey items (1 in General Chemistry, 2 in Calculus) were included in our analyses when possible to aid in full information maximum likelihood estimation, because their grades were still obtained from the instructors at the end of the semester (see missing data analyses below).2 We assume that this scale functioned poorly in our sample due to the lecture-style format of the courses. Although at least some of the course instructors typically use group discussions and activities when teaching in person, online instruction in 2020 introduced additional barriers to facilitating opportunities for students to interact with each other.3 To characterize descriptive statistics, we relied on guidelines developed by (Wormington and Linnenbrink-Garcia, Citation2017) and Linnenbrink-Garcia (2017), in which means are considered high if they are closer to the high end of the scale than to the midpoint (e.g., above 4 on a 5-point scale). A similar cutoff is used for characterizing means as low (e.g., below 2 on a 5-point scale). Values falling between these cutoffs are characterized as moderate when falling close to the midpoint of the scale or moderately high if falling more than halfway between the midpoint and the next higher increment (i.e., higher than 3.5 but lower than 4 on a 5-point scale).Additional informationFundingThe r","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135513260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Newton Makes Me Happy: Cycling Emotions during Science Text Reading","authors":"Brian W. Miller","doi":"10.1080/00220973.2023.2262814","DOIUrl":"https://doi.org/10.1080/00220973.2023.2262814","url":null,"abstract":"AbstractSome researchers have theorized that emotions while reading science texts influence learning in a wholistic way, such that overall positive or negative affect leads to different learning outcomes. Other researchers have envisioned that emotions fluctuate during reading such that the degree of cycling impacts the learning outcomes. In this study, participants read both expository and refutational science texts sentence-by-sentence. They described how each sentence made them feel and why. They completed the Force Concept Inventory before and after reading. The amount of positive emotions predicted conceptual growth for both types of texts. Students who tended to switch their emotions more often and had a variety of emotions also tended to learn more than other students. These results suggest that both types of theories could be true. An overall positive affect might be best, but the most effective students cycle through short periods of negative emotions as well.Keywords: emotionacademic emotionsscience educationscience readingemote-aloud AcknowledgmentsSpecial thanks to Dr. Cody Sandifer.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I am not including the most prominent theory in this field, the Control Value Theory of Academic Emotions (Pekrun & Perry, Citation2014), because it is not a theory of the interaction between emotions and learning but rather a theory explaining the antecedents of academic emotions.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Memory and Automaticity in Relation to Mental Addition among American Elementary Students","authors":"Qiong Yu, Yi Ding, Akane Zusho, Chun Zhang, Yifan Wang","doi":"10.1080/00220973.2023.2261284","DOIUrl":"https://doi.org/10.1080/00220973.2023.2261284","url":null,"abstract":"AbstractThis study investigated the effects of working memory load (WML) and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Seventy-three fourth-grade students in New York City public schools completed the Digit Span-Backward task of the Wechsler Intelligence Scale for Children-Fifth Edition, the Math Fluency subtest of the Wechsler Individual Achievement Test-Third Edition, and a 24-item computer-assisted addition task. Results showed that working memory load, automaticity, and their interaction had significant effects on mental addition. Automaticity had a differential effect on response time under low and high WML conditions. Results also showed that working memory, math fluency, and their interaction could predict a significant portion of variance in accuracy. However, math fluency was the only significant predictor for mental addition on the measure of response time. The study confirmed the interaction effect between working memory and automaticity and underscored the importance of automaticity in arithmetic learning.Keywords: American elementary studentsautomaticitymath fluencymental additionworking memory capacityworking memory load AcknowledgementsThis project was based on Qiong Yu’s dissertation study mentored by Yi Ding. Thanks to participating students.Ethical approvalThis study closely followed all ethical standards established by the Institutional Review Board (protocol #920).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes.","authors":"Kristy A Robinson,&nbsp;Tony Perez,&nbsp;Arianna White-Levatich,&nbsp;Lisa Linnenbrink-Garcia","doi":"10.1080/00220973.2020.1808944","DOIUrl":"https://doi.org/10.1080/00220973.2020.1808944","url":null,"abstract":"<p><p>The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of college. A structural equation model was used to examine science research self-efficacy and science academic self-efficacy as predictors of post-graduation science career intentions and life satisfaction; prior achievement was also included as a predictor of competence beliefs and post-graduation outcomes. Findings indicated that both types of self-efficacy predicted career intentions and life satisfaction. To better understand the processes that contribute to gender gaps in certain science careers, gender differences in mean levels of self-efficacy and in the structural relations among the variables of interest were examined using multi-group analyses. Females reported lower academic self-efficacy, despite having similar levels of prior achievement and outcomes; structural relations also appeared to vary by gender. Results extend theoretical understanding of the roles of two distinct forms of self-efficacy and the potential mechanisms explaining gender gaps in science fields.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2020.1808944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9396990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Data Envelopment Analysis (DEA) in the Educational Sciences.","authors":"Jeffrey A Shero,&nbsp;Stephanie Al Otaiba,&nbsp;Chris Schatschneider,&nbsp;Sara A Hart","doi":"10.1080/00220973.2021.1906198","DOIUrl":"https://doi.org/10.1080/00220973.2021.1906198","url":null,"abstract":"<p><p>Many of the analytical models commonly used in educational research often aim to maximize explained variance and identify variable importance within models. These models are useful for understanding general ideas and trends, but give limited insight into the individuals within said models. Data envelopment analysis (DEA), is a method rooted in organizational management that makes such insights possible. Unlike models alluded to above, DEA does not explain variance. Instead, it explains how efficiently an individual utilizes their inputs to produce outputs, and identifies which input is not being utilized optimally. This paper provides a history and usages of DEA from fields outside of education, and describes the math and processes behind it. This paper then extends DEA's usage into the educational field using a study on child reading ability. Using students from the Project KIDS dataset (<i>n=1987</i>), DEA is demonstrated using a simple view of reading framework, identifying individual efficiency levels in using reading-based skills to achieve reading comprehension, determining which skills are being underutilized, and classifying new subsets of readers. New subsets of readers were identified using this method, with implications for more targeted interventions.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2021.1906198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40662072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benefits of Playing Numerical Card Games on Head Start Children's Mathematical Skills.","authors":"Nicole R Scalise, Emily N Daubert, Geetha B Ramani","doi":"10.1080/00220973.2019.1581721","DOIUrl":"10.1080/00220973.2019.1581721","url":null,"abstract":"<p><p>Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children's numerical and executive functioning skills. Low-income preschoolers (N=76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Child who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7577566/pdf/nihms-1012923.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38622129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors","authors":"R. M. van der Lans, W. van de Grift, K. van Veen","doi":"10.1080/00220973.2016.1268086","DOIUrl":"https://doi.org/10.1080/00220973.2016.1268086","url":null,"abstract":"ABSTRACT This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may advance to more complex teaching behaviors. The sample incorporates teaching behaviors observed across 878 classrooms. Teaching behaviors were observed using the International Comparative Analysis of Learning and Teaching (ICALT) observation protocol. Using Rasch analysis, the study reveals that 31 of 32 effective teaching behaviors fit cumulative ordering. The ordering also parallels descriptions of teacher development. Together the results indicate that the instrument is a potentially useful tool to describe teachers' development of effective teaching.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2016.1268086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Learning Personally Meaningful: A New Framework for Relevance Research.","authors":"Stacy J Priniski,&nbsp;Cameron A Hecht,&nbsp;Judith M Harackiewicz","doi":"10.1080/00220973.2017.1380589","DOIUrl":"https://doi.org/10.1080/00220973.2017.1380589","url":null,"abstract":"<p><p>Personal relevance goes by many names in the motivation literature, stemming from a number of theoretical frameworks. Currently these lines of research are being conducted in parallel with little synthesis across them, perhaps because there is no unifying definition of the relevance construct within which this research can be situated. In this paper we propose a new framework to synthesize existing research on relevance and provide a common platform for researchers to communicate and collaborate. In light of this new framework we review the role of relevance in three prominent theories in the motivation literature: the four-phase model of interest development (Hidi & Renninger, 2006), expectancy-value theory (Eccles et al., 1983), and self-determination theory (Deci & Ryan, 1985). We then explore eight relevance constructs commonly used in the literature and the educational interventions that derive from them. Finally, we offer a synthesis of these constructs and suggest some directions for future research.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2017.1380589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36604523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentor qualities that matter: The importance of perceived (not demographic) similarity.","authors":"Paul R Hernandez,&nbsp;Mica Estrada,&nbsp;Anna Woodcock,&nbsp;P Wesley Schultz","doi":"10.1080/00220973.2016.1246405","DOIUrl":"https://doi.org/10.1080/00220973.2016.1246405","url":null,"abstract":"<p><p>Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity) that influence the quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity, was the most important factor associated with protégé perceptions of high quality mentorship and high quality mentoring was in turn associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.2016.1246405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36637034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}