Educational Psychology最新文献_第7页

The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model 学业自我效能感、学业主动性与平均绩点之间的正反馈循环:一个平行过程潜在增长曲线模型

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-08-09 DOI: 10.1080/01443410.2023.2242603

S. M. Kristensen, A. Danielsen, H. Urke, T. Larsen, M. M. Aanes

{"title":"The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model","authors":"S. M. Kristensen, A. Danielsen, H. Urke, T. Larsen, M. M. Aanes","doi":"10.1080/01443410.2023.2242603","DOIUrl":"https://doi.org/10.1080/01443410.2023.2242603","url":null,"abstract":"Abstract This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16–19 (60.6% girls; baseline mean age = 17.00, SD = .91; 56.1% high perceived family wealth; and 74.9% Norwegian-born). To explore how changes in academic self-efficacy, academic initiative, and GPA were related, we investigated a theoretical parallel process latent growth curve model. The results implied that, during upper secondary school, academic self-efficacy declined, while academic initiative and GPA remained stable. We found possible ceiling effects within and between several of the study’s constructs. The main finding was support for a positive feedback loop between the developmental trajectories of academic self-efficacy, academic initiative, and GPA. The present study adds new insight that should be taken into consideration when promoting positive educational development during late secondary school. Highlights Academic self-efficacy declines during upper secondary school, while academic initiative and grade point average remains stable. Parallel process latent growth curve model analysis. Possible ceiling effects within and between several of the study's factors. Positive associations between the trajectories of academic self-efficacy, academic initiative, and grade point average.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"835 - 853"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159715","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 role of emotion regulation in predicting emotional engagement mediated by meta-emotion in online learning environments: a two-stage SEM-ANN approach 在线学习环境中情绪调节在预测由元情绪介导的情绪投入中的作用:一个两阶段SEM-ANN方法

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-08-09 DOI: 10.1080/01443410.2023.2254524

Changqin Huang, Linjie Zhang, Tao He, Xuemei Wu, Yafeng Pan, Zhongmei Han, Wenzhu Zhao

{"title":"The role of emotion regulation in predicting emotional engagement mediated by meta-emotion in online learning environments: a two-stage SEM-ANN approach","authors":"Changqin Huang, Linjie Zhang, Tao He, Xuemei Wu, Yafeng Pan, Zhongmei Han, Wenzhu Zhao","doi":"10.1080/01443410.2023.2254524","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254524","url":null,"abstract":"Abstract Understanding the mechanism of emotion regulation and the formation of emotional engagement can improve online learning persistence and academic performance. This study was set to pinpoint the potential pathways between emotion regulation and emotional engagement through meta-emotion and develop a predictive model for online emotional engagement. The data collected from 302 college students were analysed using a two-stage structural equation modelling-artificial neural network approach. Firstly, the path analysis implied the significant linkages from emotion regulation to emotional engagement through emotional repair. Secondly, the artificial neural network analysis results suggested that emotional repair contributed to the development of emotional engagement most, and the current model predicted emotional engagement with an accuracy of 91.1%. The main contribution of the present study is providing empirical evidence to predict emotional engagement from novel perspectives through a two-stage approach.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"736 - 755"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379467","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

Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback 反馈和年级水平对大学生自我评估中自我效能感和情绪的影响：量规与教师反馈的积极影响

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-08-09 DOI: 10.1080/01443410.2023.2254015

E. Panadero, Daniel García-Pérez, Javier Fernández Ruiz, J. Fraile, Iván Sánchez-Iglesias, Gavin T. L. Brown

{"title":"Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback","authors":"E. Panadero, Daniel García-Pérez, Javier Fernández Ruiz, J. Fraile, Iván Sánchez-Iglesias, Gavin T. L. Brown","doi":"10.1080/01443410.2023.2254015","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254015","url":null,"abstract":"Abstract This study explored the effects of three factors (feedback occasion, type of feedback, and year level) on self-efficacy and emotions when university students self-assessed. 126 higher education students from three different year levels self-assessed their performance on a writing task two times (before and after receiving feedback). Self-efficacy and emotions were measured via self-report at three times (a baseline before self-assessment, after self-assessment without feedback, and after self-assessment with feedback). Feedback was provided in one of three conditions (rubric vs. instructor’s feedback vs. combined) to which the participants were randomly assigned. In general, rubric feedback showed the strongest effects on self-efficacy and emotions (i.e. increased positive and decreased negative emotions). Year level was significant for self-efficacy, showing that the effect of university schooling experience enhances this variable. This study shows the impact that feedback has on self-efficacy and emotions while self-assessing, with an especially positive effect for rubric feedback.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"756 - 779"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46011996","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

Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty? 教师的积极情绪是否有助于跨越不同内容难度的视频讲座的学习?

2区心理学

Educational Psychology Pub Date : 2023-08-09 DOI: 10.1080/01443410.2023.2254526

Hui Chen, Yi Zhang, Wendie Yang, Qiuchen Yu, Jiumin Yang

{"title":"Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty?","authors":"Hui Chen, Yi Zhang, Wendie Yang, Qiuchen Yu, Jiumin Yang","doi":"10.1080/01443410.2023.2254526","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254526","url":null,"abstract":"The study investigated the effect of an instructor’s positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth within the universe; difficult: understanding time and date calculations of Earth). The results showed that, first, students responded more positively towards the video lectures in which the instructor demonstrated a positive emotional state, compared to videos with a neutral instructor, regardless of content difficulty. Second, the content difficulty of the video lecture moderated the effect of the instructor’s positive emotion on students’ retention performance. Notably, for the easy content, the instructor’s positive emotion significantly enhanced retention performance. Third, the instructor’s positive emotion in the both easy and difficult video lectures improved students’ transfer performance. This beneficial effect was found to be mediated by students’ perceived attention during the learning process. These findings contribute to our understanding of the effects of emotional design in video lectures. Practical recommendations drawn from these findings should be interpreted with consideration of the study context and complemented with other empirical evidence, however one interpretation of these results can be that instructors should consider displaying positive emotions while teaching, particularly when delivering easier content, to improve both retention and transfer performance among students.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135745610","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

Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures 早期位值理解和多位数计算之间的预测关系:近似与句法度量

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-08-09 DOI: 10.1080/01443410.2023.2254528

Kelly S. Mix, C. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith

{"title":"Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures","authors":"Kelly S. Mix, C. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith","doi":"10.1080/01443410.2023.2254528","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254528","url":null,"abstract":"Abstract The current longitudinal study measured 279 kindergartners’ (Mage =5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children’s multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. ‘Which number has [two tens]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"795 - 813"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45644699","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

Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic 新冠肺炎大流行期间中小学教师对个人生活和在线教学的满意度模式

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-08-02 DOI: 10.1080/01443410.2023.2241688

Bo Chen, Q. Li, Tianchang Li, Xinyue Wu, Lingyan Shen, Rui Zhen

{"title":"Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic","authors":"Bo Chen, Q. Li, Tianchang Li, Xinyue Wu, Lingyan Shen, Rui Zhen","doi":"10.1080/01443410.2023.2241688","DOIUrl":"https://doi.org/10.1080/01443410.2023.2241688","url":null,"abstract":"Abstract This study aims to examine the co-existing patterns of teachers’ satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnaire was administered to 751 primary and secondary school teachers in China during the pandemic. Latent profile analysis and multiple logistic regression were used. We found four patterns: Low satisfaction, High life–Low teaching satisfaction, Low life–Medium teaching satisfaction, and High satisfaction group. Sense of control was more associated with High life–Low teaching satisfaction group. Teaching efficacy and family interference with work were more associated with High satisfaction group. Job burnout and work interference with family were more associated with Low satisfaction and Low life–Medium teaching satisfaction group. The findings indicate the heterogeneity of teachers’ satisfaction with personal lives and online teaching during the pandemic. Grade, sense of control, teaching efficacy, job burnout, and work–family conflict are important factors.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"780 - 794"},"PeriodicalIF":3.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48493684","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 development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds 计算估计策略的发展：一项针对6至7岁儿童的纵向研究

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-07-12 DOI: 10.1080/01443410.2023.2233719

Elke Sekeris, L. De Keyser, L. Verschaffel, K. Luwel

{"title":"The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds","authors":"Elke Sekeris, L. De Keyser, L. Verschaffel, K. Luwel","doi":"10.1080/01443410.2023.2233719","DOIUrl":"https://doi.org/10.1080/01443410.2023.2233719","url":null,"abstract":"Abstract Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of primary school by gathering strategy information through immediate trial-by-trial verbal reports on 14 addition items divided over six number size levels. Both in first and second grade children already used strategies that exhibited a basic understanding of computational estimation. For instance, their verbalizations suggested that they knew that a good estimate had to be close to the exact answer without necessarily coinciding with it. In addition to these rudimentary computational estimation strategies, we observed an increasing urge in those children to solve computational estimation problems by means of exact arithmetic. Implications for the earlier introduction of computational estimation in primary mathematics education are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"814 - 834"},"PeriodicalIF":3.2,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015810","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

Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation 教师创新行为对学生学业自我效能感和内在目标取向的影响

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-07-03 DOI: 10.1080/01443410.2023.2241682

Deepak Maun, V. Chand, K. Shukla

引用次数: 0

Enhancing memory recall during video lectures: does the visual display format matter? 在视频讲座中提高记忆力：视觉显示格式重要吗？

IF 3.2 2区心理学

Educational Psychology Pub Date : 2023-07-03 DOI: 10.1080/01443410.2023.2238143

Kenneth J. Barideaux, P. Pavlik

引用次数: 0

Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context? 在建构主义学习环境中，认识论上更老练的学生总是比认识论上不那么老练的学生学得更好吗？