Educational Psychology Review最新文献

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review 针对职前教师的自我调节学习干预：系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-30 DOI: 10.1007/s10648-024-09919-5

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath

{"title":"Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review","authors":"Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath","doi":"10.1007/s10648-024-09919-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09919-5","url":null,"abstract":"Self-regulated learning (SRL) is a key competence for pre-service teachers to develop, both for their own activities as learners and for their future activities as teachers. Therefore, it is crucial to understand how pre-service teachers can be supported in acquiring SRL competence in their initial training. To reach this aim, we conducted a systematic review of SRL interventions for pre-service teachers. Sixty-six intervention studies fulfilled the inclusion criteria. We explored three aspects of those SRL interventions, and how they moderate the interventions’ effectiveness: (1) the theoretical and practical underpinnings of SRL, (2) whether the intervention aimed to promote SRL learning and/or teaching of SRL, and (3) the intervention’s pedagogical characteristics and content related to the SRL professional competences. We found that the most effective SRL interventions (1) focused the training on one or two SRL areas (especially cognition and metacognition); (2) when targeted both, SRL learning and teaching of SRL, pre-service teachers’ SRL skills improved as well as their pedagogical skills; and (3) addressed direct and implicit SRL instruction, inside which self-assessment of learning and teaching practices appear as an effective pedagogical method. We derive implications from our findings for designing effective SRL interventions for prospective teachers.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142330105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye 写、说、改写 "对话式写作疗法对议论性文章的影响：土耳其的一项复制研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-30 DOI: 10.1007/s10648-024-09949-z

Omer Faruk Tavsanli, Steve Graham, Yucheng Cao

{"title":"The Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye","authors":"Omer Faruk Tavsanli, Steve Graham, Yucheng Cao","doi":"10.1007/s10648-024-09949-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09949-z","url":null,"abstract":"The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and revising each essay based on the discussion that ensued. In the present study, 12 Grade 2 to 4 classrooms in Türkiye (383 students) were randomly assigned to this write, talk, and rewrite dialogic treatment or to a control condition. Students in the control condition practiced planning and writing the same four argumentative essays as treatment students did during the experiment, and each of these essays was shared with peers (time spent in both conditions was comparable). Control students did not, however, discuss their essay with peers or use such feedback to revise them as was done by students in the write, talk, and rewrite dialogic treatment. When the nested nature of the data and pretest scores were held constant, the quality of the argumentative posttest essays produced by students in the treatment condition evidenced greater improvement than essays written by control students. The same outcome was obtained for the length of essays (number of words) when the nested nature of the data and pretest scores were held constant. This investigation provided evidence that the write, talk, and rewrite dialogic intervention tested by Bouwer and van der Veen (2023) was effective in improving the argumentative writing of even younger students in a different country. Implications for research and practice are provided.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142330106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement 从单层次和多层次角度看学生成绩随机干预研究中的协变量选择

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-25 DOI: 10.1007/s10648-024-09898-7

Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, Larry V. Hedges, Martin Brunner

{"title":"Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement","authors":"Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, Larry V. Hedges, Martin Brunner","doi":"10.1007/s10648-024-09898-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09898-7","url":null,"abstract":"Well-chosen covariates boost the design sensitivity of individually and cluster-randomized trials. We provide guidance on covariate selection generating an extensive compilation of single- and multilevel design parameters on student achievement. Embedded in psychometric heuristics, we analyzed (a) covariate types of varying bandwidth-fidelity, namely domain-identical (IP), cross-domain (CP), and fluid intelligence (Gf) pretests, as well as sociodemographic characteristics (SC); (b) covariate combinations quantifying incremental validities of CP, Gf, and/or SC beyond IP; and (c) covariate time lags of 1–7 years, testing validity degradation in IP, CP, and Gf. Estimates from six German samples (1868 ≤ N ≤ 10,543) covering various outcome domains across grades 1–12 were meta-analyzed and included in precision simulations. Results varied widely by grade level, domain, and hierarchical level. In general, IP outperformed CP, which slightly outperformed Gf and SC. Benefits from coupling IP with CP, Gf, and/or SC were small. IP appeared most affected by temporal validity decay. Findings are applied in illustrative scenarios of study planning and enriched by comprehensive Online Supplemental Material (OSM) accessible via the Open Science Framework (OSF; https://osf.io/nhx4w).","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall 从 "手 "到 "心"：手势、情绪情感和个体差异如何影响叙事回忆

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-24 DOI: 10.1007/s10648-024-09948-0

Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller

{"title":"From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall","authors":"Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller","doi":"10.1007/s10648-024-09948-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09948-0","url":null,"abstract":"Narrative recall and comprehension are important lifelong skills. While gesturing may improve recall by alleviating cognitive load, it may be differentially beneficial, depending on task and individual characteristics. While research on gesture’s effects on a variety of task modalities is burgeoning, effects on recall of narratives read aloud are under-examined. Further, emotional valence and individual differences in verbal memory may affect recall, through effects on task difficulty. If gesturing lightens cognitive load, it may be more beneficial for harder tasks, namely for narratives lacking emotional content and for individuals with poorer verbal memory. Across two studies, impacts of gesture production, emotional valence, and individual differences on narrative recall were evaluated. In Study 1, participants (N = 100) read aloud three emotive narratives (positive, negative, neutral) while either instructed to gesture or receiving no gesture instructions. Gesture production hindered recall, particularly for those with higher verbal memory. Emotion benefited recall, with enhanced recall of the negative narrative and impaired recall for the neutral narrative. In Study 2, following a measure of individual propensity to gesture, participants (N = 98) similarly read aloud three emotive narratives. Instructions to gesture hindered recall for participants with a lower propensity to gesture, and emotional narratives again saw enhanced recall relative to the neutral narrative. Propensity to gesture and verbal memory were positively associated with narrative comprehension. Results suggest instructions to produce gestures may for some individuals hinder recall for self-guided learners when studying written texts, while emotional content benefits recall.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners 衡量幼儿数学技能：早期数学评估和筛查工具心理计量特性的系统性回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-17 DOI: 10.1007/s10648-024-09950-6

Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen

{"title":"Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners","authors":"Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen","doi":"10.1007/s10648-024-09950-6","DOIUrl":"https://doi.org/10.1007/s10648-024-09950-6","url":null,"abstract":"Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to (i) assess children’s mathematical skills and (ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0–8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 41 mathematical assessments and 25 screeners were identified. Our study revealed five main findings. Firstly, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. Secondly, the majority of the identified measurement tools have not been evaluated for aspects of reliability and validity most relevant to education measures, and only 15 measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Thirdly, only four screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Fourthly, only one mathematical assessment and one screener met the common acceptability threshold for predictive validity. Finally, only 11 mathematical assessments and one screener were found to concurrently align with other validated measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems 成就目标与内化问题之间关系的元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-16 DOI: 10.1007/s10648-024-09943-5

Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă

{"title":"A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems","authors":"Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă","doi":"10.1007/s10648-024-09943-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09943-5","url":null,"abstract":"This systematic meta-analytic review investigated the relations between achievement goals and internalizing symptoms and disorders, namely, anxiety and depression. The number of samples for each focal relationship ranged from 3 to 36. The results indicated significant effect sizes for the relations between mastery-approach goals and anxiety (r = − .10) and depression (r = − .18), as well as performance-avoidance goals and anxiety (r = .25) and depression (r = .16). A significant effect size was also found for the relation between performance-approach goals and anxiety (r = .15), and a non-significant effect size was observed for the relation between performance-approach goals and depression (r = .05). Mastery-avoidance goals were not significantly related to either anxiety (r = .08) or depression (r = − .13). Several moderators representing the conceptualization of achievement goals (e.g., theoretical model), sample characteristics (e.g., education level), and methodology- and publication-based characteristics (e.g., year of publication) were significant, and suggested avenues for future research. These findings herein have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews 关于 K-5 多语种学习者的科学阅读研究有什么发现？系统综述的系统综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-12 DOI: 10.1007/s10648-024-09942-6

Jonathan M. Kittle, Steven J. Amendum, Christina M. Budde

引用次数: 0

Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model 评价即创造：四C模型中对创造力的自我和社会评价

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-12 DOI: 10.1007/s10648-024-09947-1

Denis Dumas, James C. Kaufman

{"title":"Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model","authors":"Denis Dumas, James C. Kaufman","doi":"10.1007/s10648-024-09947-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09947-1","url":null,"abstract":"Who should evaluate the originality and task-appropriateness of a given idea has been a perennial debate among psychologists of creativity. Here, we argue that the most relevant evaluator of a given idea depends crucially on the level of expertise of the person who generated it. To build this argument, we draw on two complimentary theoretical perspectives. The model of domain learning (MDL) suggests that, for novices in a domain, creativity is by-necessity self-referenced, but as expertise develops, more socially referenced creativity is possible. Relatedly, the four-C model posits four forms of creativity that fall along a continuum of social impact: mini-c, little-c, Pro-c, and Big-C. We show that the MDL implies a learning trajectory that connects the four Cs because, as socially referenced creativity develops, greater societal impact becomes available to a creator. Then, we describe four sources of evaluations that become relevant as an individual learns: judgments from the creators themselves, their local community, consumers of the idea, and finally, critics in the domain. We suggest that creators’ judgments are of essential importance for mini-c, community judgments are paramount for little-c, Pro-c requires either positive evaluations from consumers or critics, and Big-C requires both consumers and critics to evaluate an idea positively for an extended time. We identify key insights and imperatives for the field: aligning our measures (both human and AI scored) with the most relevant evaluations of ideas to support the reliability and validity of our measurements, using evaluations as feedback for learners to support the development of creative metacognition, and the importance of considering domain differences when evaluating ideas.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis 青少年情绪调节与学业倦怠：定量元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-10 DOI: 10.1007/s10648-024-09930-w

Ioana Alexandra Iuga, Oana Alexandra David

{"title":"Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis","authors":"Ioana Alexandra Iuga, Oana Alexandra David","doi":"10.1007/s10648-024-09930-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09930-w","url":null,"abstract":"Emotion regulation (ER) represents an important factor in youth’s academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths’ academic achievement, but can also serve as a protective factor against academic burnout. The relationship between ER and academic burnout is complex and varies across studies. This meta-analysis examines the connection between ER strategies and student burnout, considering a series of influencing factors. Data analysis involved a random effects meta-analytic approach, assessing heterogeneity and employing multiple methods to address publication bias, along with meta-regression for continuous moderating variables (quality, female percentage and mean age) and subgroup analyses for categorical moderating variables (sample grade level). According to our findings, adaptive ER strategies are negatively associated with overall burnout scores, whereas ER difficulties are positively associated with burnout and its dimensions, comprising emotional exhaustion, cynicism, and lack of efficacy. These results suggest the nuanced role of ER in psychopathology and well-being. We also identified moderating factors such as mean age, grade level and gender composition of the sample in shaping these associations. This study highlights the need for the expansion of the body of literature concerning ER and academic burnout, that would allow for particularized analyses, along with context-specific ER research and consistent measurement approaches in understanding academic burnout. Despite methodological limitations, our findings contribute to a deeper understanding of ER's intricate relationship with student burnout, guiding future research in this field.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples 从工作实例中学习认知技能时，如何优化自我评估的准确性

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-07 DOI: 10.1007/s10648-024-09944-4

Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl

{"title":"How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples","authors":"Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl","doi":"10.1007/s10648-024-09944-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09944-4","url":null,"abstract":"The present study was designed to understand and optimize self-assessment accuracy in cognitive skill acquisition through example-based learning. We focused on the initial problem-solving phase, which follows after studying worked examples. At the end of this phase, it is important that learners are aware whether they have already understood the solution procedure. In Experiment 1, we tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation-based cues (ability to explain the problems’ solutions) or from performance-based cues (problem-solving performance) and on whether learners were informed about the to-be-monitored cue before or only after the problem-solving phase. We found that performance-based cues resulted in better self-assessment accuracy and that informing learners about the to-be-monitored cue before problem-solving enhanced self-assessment accuracy. In Experiment 2, we again tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation- or performance-based cues. We furthermore varied whether learners received instruction on criteria for interpreting the cues and whether learners were prompted to self-explain during problem-solving. When learners received no further instructional support, like in Experiment 1, performance-based cues yielded better self-assessment accuracy. Only when learners who were prompted to infer their self-assessments from explanation-based cues received both cue criteria instruction and prompts to engage in self-explaining during problem-solving did they show similar self-assessment accuracy as learners who utilized performance-based cues. Overall, we conclude that it is more efficient to prompt learners to monitor performance-based rather than explanation-based cues in the initial problem-solving phase.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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