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":"51 1","pages":"0"},"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":"3 3","pages":"0"},"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":"96 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":"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":"43 1","pages":"0"},"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":"Demographic, psychosocial, and medical correlates ofpsychological morbidity after intensive care unit stay.","authors":"George Zisopoulos, Pagona Roussi, Sousana Anisoglou","doi":"10.5114/hpr.2022.113515","DOIUrl":"10.5114/hpr.2022.113515","url":null,"abstract":"<p><strong>Background: </strong>Psychological morbidity [post-traumatic stress disorder (PTSD) symptoms, depressive, and anxiety symptoms] and a decline in health-related quality of life (HRQoL) are common after treatment in an intensive care unit (ICU). The aims of this article are: (a) to report psychological morbidity and HRQoL status three months after the ICU stay; (b) to report psychological morbidity correlates [demographic factors, social constraint (SC) regarding the ICU experience, negative ICU-related memories (NIM), and medical factors]; (c) to examine the hypothesis that SC would be a predictor of psychological morbidity after the ICU stay.</p><p><strong>Participants and procedure: </strong>Seventy-two Greek patients filled in the following questionnaires: the Impact of Event Scale-Revised, the Hospital Anxiety and Depression Scale, the EuroQoL-5D-5L, and five questions regarding SC.</p><p><strong>Results: </strong>In total, 47% of participants had symptoms of psychological morbidity at a moderate to high level and 94% reported that they had at least a problem regarding HRQoL. Predictors of PTSD symptoms were NIM, SC, female gender, and haloperidol dose. Predictors of anxiety symptoms were SC, the reporting of another stressor after the ICU stay, and low income. Predictors of depressive symptoms were SC, remifentanil dose (negative), and the reporting of another stressor.</p><p><strong>Conclusions: </strong>Participants experienced elevated levels of psychological symptoms and SC emerged as a consistent predictor of psychological morbidity three months after the ICU stay.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"44 1","pages":"191-202"},"PeriodicalIF":2.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10679918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80925634","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":"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":"90 2","pages":"344-363"},"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":"90 4","pages":"1021-1040"},"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":"Impact of Hormonal Contraceptives on Cervical T-helper 17 Phenotype and Function in Adolescents: Results from a Randomized, Crossover Study Comparing Long-acting Injectable Norethisterone Oenanthate (NET-EN), Combined Oral Contraceptive Pills, and Combined Contraceptive Vaginal Rings.","authors":"Iyaloo N Konstantinus, Christina Balle, Shameem Z Jaumdally, Hoyam Galmieldien, Tanya Pidwell, Lindi Masson, Ramla F Tanko, Anna-Ursula Happel, Musalula Sinkala, Landon Myer, Steven E Bosinger, Katherine Gill, Linda-Gail Bekker, Heather B Jaspan, Jo-Ann S Passmore","doi":"10.1093/cid/ciz1063","DOIUrl":"10.1093/cid/ciz1063","url":null,"abstract":"<p><strong>Background: </strong>Adolescents in sub-Saharan Africa are at risk for human immunodeficiency virus (HIV) infection and unintended pregnancies. Observational studies suggest that injectable hormonal contraceptives (HCs) increase the HIV risk, although their effects on genital inflammation, particularly HIV-susceptible T-helper 17 (Th17) cells, are unknown. In a randomized crossover study, the effect of injectable norethisterone oenanthate (NET-EN), combined contraceptive vaginal rings (CCVR; NuvaRing), and combined oral contraceptive pills (COCPs) on cervical Th17 cells and cytokines were compared.</p><p><strong>Methods: </strong>Adolescents (n = 130; 15-19 years) were randomly assigned 1:1:1 to NET-EN, CCVR, or COCPs for 16 weeks, then subsequently crossed over to another HC for 16 weeks. Estrogen, follicular stimulating hormone (FSH), and luteinizing hormone (LH) levels were measured. Chemokine receptor 5 (CCR5), human leukocyte antigen (HLA) DR isotope, and cluster of differentiation 38 (CD38) expression by cervical cytobrush-derived CD4+ T cells was assessed by fluorescence-activated cell sorting. Th17 cells were defined as CCR6+ and CCR10-. Cervicovaginal Th17-related cytokines were measured by Luminex.</p><p><strong>Results: </strong>CCVR use for the first 16 weeks was associated with reduced Th17 frequencies and lower FSH and LH concentrations, as compared to NET-EN and COCPs, with FSH concentrations and Th17 frequencies correlating significantly. However, Th17-related cytokine concentrations (interleukin [IL]-21, IL-1β, tumor necrosis factor-α, interferon-γ) and CCR5, HLA-DR, CD38, and Th17 frequencies were significantly higher in CCVR than NET-EN and COCP. At crossover, CCVR users changing to COCPs or NET-EN did not resolve activation or cytokines, although switching from COCP to CCVRs increased cytokine concentrations.</p><p><strong>Conclusions: </strong>CCVR use altered endogenous hormone levels and associated cervical Th17 cell frequencies to a greater extent than use of NET-EN or COCPs, although Th17 cells were more activated and Th17-related cytokine concentrations were elevated. While CCVRs may impact the HIV risk by regulating Th17 numbers, increased activation and inflammation may balance any risk gains.</p>","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"63 1","pages":"e76-e87"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7755094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80969510","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":"88 2","pages":"200-220"},"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":"APOL1 gene variants and kidney disease in whites: the cardiovascular health study.","authors":"Erika R Drury, David J Friedman, Martin R Pollak, Joachim H Ix, Lewis H Kuller, Russell P Tracy, Kenneth J Mukamal","doi":"10.1093/ndt/gfz186","DOIUrl":"10.1093/ndt/gfz186","url":null,"abstract":"","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"36 1","pages":"2155-2156"},"PeriodicalIF":6.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6887933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80897771","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}