Educational Psychology Review最新文献

Linking Disparate Strands: A Critical Review of the Relationship Between Creativity and Education 连接不同的环节：创意与教育关系的批判性评论

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-11-15 DOI: 10.1007/s10648-024-09973-z

Bruce S. Rawlings, Sarah J. Cutting

{"title":"Linking Disparate Strands: A Critical Review of the Relationship Between Creativity and Education","authors":"Bruce S. Rawlings, Sarah J. Cutting","doi":"10.1007/s10648-024-09973-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09973-z","url":null,"abstract":"Whether schools help or hinder creativity is a topic of vibrant, international debate. Some contend that the focus on structure, rote learning and standardised assessments associated with formal education stifles children’s creativity. Others argue that creativity, much like numeracy or literacy, is a skill that can be taught, and educational settings provide optimal contexts for children to learn creative skills. With creativity increasingly recognised as a critical skill of the twenty-first century and formal education reaching more children across the globe, understanding the impact of schools on its development is critical. We suggest that much of the discourse on this topic has a narrow focus, precluding a global perspective. Here, we take a step back to integrate important but disparately presented research strands on education and creativity, to inform this debate. We first synthesize what we know about creativity and education, before presenting work on different areas—either directly or indirectly assessing creativity in educational contexts—including the relationship between creativity and academic achievement, classroom infrastructure and experiences, developmental slumps, teachers’ perspectives on creative children and research on culturally and educationally diverse populations. Reviewing research from these approaches shows that the relationship is nuanced and requires careful interpretation—while some research showcases the positive impact schooling can have on children’s creative development, other work, including from culturally and educationally diverse populations, shows how school experiences could be detrimental in this regard. We finish by summarising and integrating these research strands before making suggestions for future research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"246 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142637743","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 Systematic Literature Review of Social Learning Theory in Online Learning Environments 网络学习环境下社会学习理论的系统文献综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-11-11 DOI: 10.1007/s10648-023-09827-0

Siyuan Li, Yi-Chun Hong, Scotty D. Craig

{"title":"A Systematic Literature Review of Social Learning Theory in Online Learning Environments","authors":"Siyuan Li, Yi-Chun Hong, Scotty D. Craig","doi":"10.1007/s10648-023-09827-0","DOIUrl":"https://doi.org/10.1007/s10648-023-09827-0","url":null,"abstract":"The emergence of educational technologies has spurred research interest in exploring effective ways to enhance human learning in digital environments. Social Learning Theory (SLT), as a crucial theory that offers a conceptual framework for understanding the role of human agency in learning, can shed light on the underlying mechanisms of learners' social learning behaviors, such as engagement and collaboration, in online learning contexts. However, there is a gap in the literature regarding reviews of online learning studies grounded in SLT. Therefore, this systematic review aims to examine SLT-related online learning studies to investigate how SLT contribute to the understanding of the technology integration in human learning. The review includes two descriptive research questions on research trends and implementation categories, alongside two qualitative research questions investigating the significance of SLT concepts in understanding social learning online implementations. The PRISMA method was employed to select and analyze 60 studies. Deductive content analysis revealed two major educational affordances of social networking sites that result in social learning experiences: collaborative interaction and observational participation.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"82 2","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365673","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 Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity Controls in Intervention Studies STEM教育中的主动学习研究有多严格？干预研究中关键内部有效性控制的检验

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-11-04 DOI: 10.1007/s10648-023-09826-1

Amedee Marchand Martella, Ronald C. Martella, Jane K. Yatcilla, Alexandra Newson, Eric N. Shannon, Charissa Voorhis

{"title":"How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity Controls in Intervention Studies","authors":"Amedee Marchand Martella, Ronald C. Martella, Jane K. Yatcilla, Alexandra Newson, Eric N. Shannon, Charissa Voorhis","doi":"10.1007/s10648-023-09826-1","DOIUrl":"https://doi.org/10.1007/s10648-023-09826-1","url":null,"abstract":"Active learning is a popular approach to teaching and learning that has gained traction through research on STEM educational improvement. There have been numerous university- and national/international-level efforts focused on transitioning courses from the lecture method to active learning. However, despite these large-scale changes, the active learning literature has not been assessed on its methodological rigor to ensure instructional recommendations are rooted in rigorous research studies. The purpose of the present review was to determine areas of strengths and areas in need of improvement and to provide specific recommendations on how to continue or improve active learning research to strengthen the respective literature base and increase confidence in results. We assessed the articles included in the Freeman et al. (PNAS, 111:8410–8415, 2014) meta-analysis as well as a random sample of more recent active learning articles (2015–2022) on 12 internal validity controls (i.e., control procedure used to prevent a threat to the internal validity of a study). Results indicated that there were high percentages of articles that did not meet each internal validity control. In fact, no articles from the Freeman et al. meta-analysis and no sampled 2015–2022 articles met each of the 12 internal validity controls. Therefore, the active learning literature contains numerous internal validity control issues that need to be addressed if we are to determine the extent to which active learning interventions are effective and if there are any boundary conditions for when particular active learning interventions are or are not effective.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"74 2","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435886","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

Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies 认知过程、语言因素与算术字题成功:行为研究综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-11-02 DOI: 10.1007/s10648-023-09821-6

Joshua Benjamin Jaffe, Donald Joseph Bolger

引用次数: 0

How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy 我们的学生有多准确？自评评分准确性的元分析系统评价

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-11-02 DOI: 10.1007/s10648-023-09819-0

Samuel P. León, Ernesto Panadero, Inmaculada García-Martínez

{"title":"How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy","authors":"Samuel P. León, Ernesto Panadero, Inmaculada García-Martínez","doi":"10.1007/s10648-023-09819-0","DOIUrl":"https://doi.org/10.1007/s10648-023-09819-0","url":null,"abstract":"Developing the ability to self-assess is a crucial skill for students, as it impacts their academic performance and learning strategies, amongst other areas. Most existing research in this field has concentrated on the exploration of the students’ capacity to accurately assign a score to their work that closely mirrors an expert’s evaluation, typically a teacher’s. Though this process is commonly referred to as self-assessment, a more precise term would be self-assessment scoring accuracy. Our aim is to review what is the average accuracy and what moderators might influence this accuracy. Following PRISMA recommendations, we reviewed 160 articles, including data from 29,352 participants. We analysed 9 factors as possible moderators: (1) assessment criteria; (2) use of rubric; (3) self-assessment experience; (4) feedback; (5) content knowledge; (6) incentive; (7) formative assessment; (8) field of knowledge; and (9) educational level. The results showed an overall effect of students’ overestimation (g = 0.206) with an average relationship of z = 0.472 between students’ estimation and the expert’s measure. The overestimation diminishes when students receive feedback, possess greater self-assessment experience and content knowledge, when the assessment does not have formative purposes, and in younger students (primary and secondary education). Importantly, the studies analysed exhibited significant heterogeneity and lacked crucial methodological information. ","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"73 20","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435607","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 Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research 数学灵活性的系统回顾:概念、测量和相关研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-11-01 DOI: 10.1007/s10648-023-09825-2

Wei Hong, Jon R. Star, Ru-De Liu, Ronghuan Jiang, Xinchen Fu

{"title":"A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research","authors":"Wei Hong, Jon R. Star, Ru-De Liu, Ronghuan Jiang, Xinchen Fu","doi":"10.1007/s10648-023-09825-2","DOIUrl":"https://doi.org/10.1007/s10648-023-09825-2","url":null,"abstract":"Mathematical flexibility has been widely acknowledged as an important learning goal in mathematical education and has received increasing research attention in order to explore its nature, facilitating mechanisms, and promotion interventions. Given that researchers conceptualize, assess, and explain flexibility in mathematical problem solving from different perspectives, a systematic review could contribute to an integrated framework of mathematical flexibility. To this end, we review mathematical flexibility in terms of its concepts, measurements, and related research on influencing factors and effective interventions. Additionally, we propose a three-dimensional model focusing on analytic units, manifestation forms, and evaluation criteria, which we argue advances a comprehensive understanding of mathematical flexibility. Overall, this review not only helps to reveal the multifaceted construct of mathematical flexibility in theory but also provides supporting evidence for targeted educational interventions in teaching practice. In addition, we discuss each aspect of mathematical flexibility and propose future research directions to potentially broaden and deepen mathematical flexibility research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"12 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417903","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 Theory of Immersive Collaborative Learning (TICOL) 沉浸式协作学习理论(TICOL)

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-10-27 DOI: 10.1007/s10648-023-09822-5

Guido Makransky, Gustav Bøg Petersen

{"title":"The Theory of Immersive Collaborative Learning (TICOL)","authors":"Guido Makransky, Gustav Bøg Petersen","doi":"10.1007/s10648-023-09822-5","DOIUrl":"https://doi.org/10.1007/s10648-023-09822-5","url":null,"abstract":"The need to virtually collaborate across distributed locations has drastically increased. Developments such as the COVID-19 pandemic and new IT platforms like the metaverse have spurred a host of new immersive social applications that are accessed through head-mounted displays. This is expected to stimulate a surge in research on extended reality–supported collaborative learning (XRCL) which refers to distributed collaboration situations where immersive technology such as head-mounted displays are used as a medium for collaborative learning. The primary aim of this article is to critically examine the potential pedagogical benefits and limitations of using XRCL with the objective of developing a theoretical framework that describes the fundamental factors that make immersive collaborative learning unique: the theory of immersive collaborative learning (TICOL). In TICOL, we propose that technological features, social affordances, and pedagogical techniques can foster four psychological factors that we define as fundamentally different in XRCL compared to collaboration that occurs through traditional systems (e.g., laptops): social presence, physical presence, body ownership, and agency. These are central factors that we hypothesize can transform the processes and contexts of collaboration through their influence on the quality of cognitive and socio-emotional social interaction, the social space, and ultimately learning outcomes. Since XRCL research is in its infancy, we hope that TICOL can provide a theoretical basis for developing the field by motivating researchers to empirically challenge and build on our hypotheses and ultimately develop a deeper understanding of if and how immersive media influences collaborative learning.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"9 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417362","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

Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks 一起快乐吗?检索实践与生成性学习研究——以后续学习任务为例

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-10-13 DOI: 10.1007/s10648-023-09810-9

Julian Roelle, Tino Endres, Roman Abel, Niklas Obergassel, Matthias Nückles, Alexander Renkl

{"title":"Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks","authors":"Julian Roelle, Tino Endres, Roman Abel, Niklas Obergassel, Matthias Nückles, Alexander Renkl","doi":"10.1007/s10648-023-09810-9","DOIUrl":"https://doi.org/10.1007/s10648-023-09810-9","url":null,"abstract":"Generative learning activities are assumed to support the construction of coherent mental representations of to-be-learned content, whereas retrieval practice is assumed to support the consolidation of mental representations in memory. Considering such functions that complement each other in learning, research on how generative learning and retrieval practice intersect appears to be very fruitful. Nevertheless, the relationship between these two fields of research is “expandable”—research on generative learning and retrieval practice has been pursued so far largely side by side without taking much note of each other. Against this background, the present article aims to give this relationship a boost. For this purpose, we use the case of follow-up learning tasks provided after learners have processed new material in an initial study phase to illustrate how these two research strands have already inspired each other and how they might do so even more in the future. In doing so, we address open- and closed-book formats of follow-up learning tasks, sequences of follow-up learning tasks that mainly engage learners in generative activities and tasks that mainly engage learners in retrieval practice, and discuss commonalities and differences between indirect effects of retrieval practice and generative learning activities. We further highlight what we do and do not know about how these two activity types interact. Our article closes with a discussion on how the relationship between generative learning and retrieval practice research could bear (more and riper) fruit in the future.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"84 3","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165400","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: 1

The Cognitive Architecture of Digital Externalization 数字外化的认知架构

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-10-10 DOI: 10.1007/s10648-023-09818-1

Alexander Skulmowski

{"title":"The Cognitive Architecture of Digital Externalization","authors":"Alexander Skulmowski","doi":"10.1007/s10648-023-09818-1","DOIUrl":"https://doi.org/10.1007/s10648-023-09818-1","url":null,"abstract":"This review is aimed at synthesizing current findings concerning technology-based cognitive offloading and the associated effects on learning and memory. While cognitive externalization (i.e., using the environment to outsource mental computation) is a highly useful technique in various problem-solving tasks, a growing body of research suggests that the offloading of information into the environment (and digital storage in particular) can have negative effects on learning. Based on this review, a model of offloading with cognitive load at its core is developed to summarize when learners offload information. A high intrinsic cognitive load (i.e., a high difficulty), a high extraneous load (i.e., unnecessary design elements), and a low perceived or actual working memory capacity trigger offloading. Crucially, the value attributed to information also affects whether information is externalized. In this model, extraneous cognitive load in the design of technology-enhanced learning acts as a triple barrier: (1) It prevents information from entering working memory, (2) it inhibits information being stored in long-term memory, and (3) it can prevent learners from externalizing information using technology. As a result, in many instances, only the gist of information (or its location) is retained, while learners often gain the illusion of having memorized that information. Furthermore, offloading substantially increases the risk of memory manipulation, potentially posing a societal problem. Consequently, educational approaches should maximize the meaningfulness of the residual information that is often retained in the form of “biological pointers.” In addition, current issues surrounding the use of generative artificial intelligence pertaining to externalization are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"83 5","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165401","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

Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective SIMS80的同伴溢出和大鱼小塘效应:用现代方法论的视角重新审视一个历史数据库

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2023-10-05 DOI: 10.1007/s10648-023-09816-3

Ioulia Televantou, Herbert W. Marsh, Kate M. Xu, Jiesi Guo, Theresa Dicke

{"title":"Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective","authors":"Ioulia Televantou, Herbert W. Marsh, Kate M. Xu, Jiesi Guo, Theresa Dicke","doi":"10.1007/s10648-023-09816-3","DOIUrl":"https://doi.org/10.1007/s10648-023-09816-3","url":null,"abstract":"The present study uses doubly latent models to estimate the effect of average mathematics achievement at the class level on students’ subsequent mathematics achievement (the “Peer Spillover Effect”) and mathematics self-concept (the “Big-Fish-Little-Pond-Effect; BFLPE”), controlling for individual differences in prior mathematics achievement. Our data, consisting of 13-year-old students from Canada, the USA, and New Zealand, come from a unique cross-national database with a longitudinal design at the student level: the Second International Mathematics Study (SIMS80). This historical survey was administered by IEA in the 1980s and highly influenced the development of educational policies in the following decades. We replicate a widely cited study based on SIMS80, interrogating the validity of its findings of a positive peer spillover effect. When we adjust for measurement error, using doubly latent models, we observe that originally positive peer spillover effects become less positive or disappear altogether. On the contrary, negative BFLPEs become more negative and remain statistically significant throughout. Our study is the only cross-national study to have evaluated both the BFLPE and the peer spillover effect with controls for a true measure of prior achievement — and the only study to test the peer spillover effect cross-nationally using doubly latent models. Our findings question the empirical results of past and current research evaluating school- and class-level compositional effects based on sub-optimal models that fail to control for measurement error.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"83 2","pages":""},"PeriodicalIF":10.1,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165402","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