Educational Psychology Review最新文献

{"title":"Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis","authors":"Xiaoliang Zhu, Yixin Tang, Jiaqi Lu, Minyuan Song, Chunliang Yang, Xin Zhao","doi":"10.1007/s10648-024-09976-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09976-w","url":null,"abstract":"<p>Mathematical ability is a crucial component of human cognitive function, which is defined as the ability to acquire, process, and store mathematical information. While many studies have documented a close relationship between elementary school children’s inhibitory control and their mathematical ability, existing empirical evidence remains controversial with some other studies showing a null correlation between these two constructs. This preregistered three-level meta-analysis aims to further elucidate the relationship between inhibitory control and mathematical ability in elementary school children by differentiating various types of inhibitory control, domains of mathematical ability, and exploring various potential moderators. This meta-analysis synthesized 241 effect sizes extracted from 86 samples, involving data from a total of 14,223 primary school children with a mean age of 8.67 years. The results showed a moderate positive correlation between inhibitory control and mathematical ability (<i>r</i> = 0.19). Mathematical ability was more strongly correlated with interference inhibition (<i>r</i> = 0.21) than response inhibition (<i>r</i> = 0.14). The relation between inhibitory control and mathematical ability was not moderated by domains of mathematical ability, inhibitory control task, age, gender, developmental status, socioeconomic status, and sample region. These findings provide novel insights into the cognitive underpinnings of mathematical ability in elementary school children. Practical implications are discussed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"263 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869918","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}

{"title":"Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence","authors":"Héfer Bembenutty, Anastasia Kitsantas, Maria K. DiBenedetto, Allan Wigfield, Jeffrey A. Greene, Ellen L. Usher, Mimi Bong, Timothy J. Cleary, Ernesto Panadero, Carol A. Mullen, Peggy P. Chen","doi":"10.1007/s10648-024-09969-9","DOIUrl":"https://doi.org/10.1007/s10648-024-09969-9","url":null,"abstract":"<p>This tribute celebrates the unwavering dedication and contributions of Dale H. Schunk to educational psychology. His research has fundamentally transformed how school-based practitioners support student learning. By pioneering effective teaching strategies and interventions, he has called educators to create dynamic learning environments that cultivate students’ self-efficacy beliefs and self-regulated learning. Beyond his scholarly achievements, Schunk’s commitment to mentoring students and faculty alike has impacted the academic community. His profound influence continues to reshape the landscape of educational psychology, igniting ongoing research and driving innovation to enhance teaching and learning practices among learners. This tribute is a testament to Schunk’s enduring legacy and profound impact on educational psychology.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"82 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758511","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}

{"title":"A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education","authors":"Carlton J. Fong, Semilore F. Adelugba, Melissa Garza, Giovanna Lorenzi Pinto, Cassandra Gonzales, Pedram Zarei, Christopher S. Rozek","doi":"10.1007/s10648-024-09974-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09974-y","url":null,"abstract":"<p>Given the theorized importance of college belonging for academic success, we conducted a scoping review of studies examining relationships between sense of belonging and academic achievement and persistence for postsecondary students. In our scoping review, we included 69 reports (78 unique samples) published between 2003 and 2023. We observed an unexpected level of heterogeneity among the associations between belonging and academic outcomes (GPA, persistence, and intent to persist); most associations were positive but small with several small, negative associations. Across a few studies, there was a pattern of larger associations between belonging and academic achievement for marginalized college students, such as racially/ethnically minoritized students (compared to students in the racial majority) or women (compared to men) in historically exclusionary settings such as STEM disciplines. We identified gaps in the literature reflecting underreporting of student identities, including but not limited to gender identity, sexual identity, social class, religious identity, disability status, and first-generation status, in sample characteristics and a lack of attention to contextual factors, such as the type of institution (e.g., predominantly White institutions, community colleges, minority-serving institutions). In all, our findings provide an updated mapping of the literature, pointing to a much-needed refinement for how individual and institutional factors may moderate the associations between belonging and academic outcomes in postsecondary settings.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"260 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758510","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}

{"title":"On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging","authors":"Rebecca Covarrubias","doi":"10.1007/s10648-024-09970-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09970-2","url":null,"abstract":"<p>Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins and undermine their capacity and desire to belong. This makes the task of developing institutional practices that foster belonging complex. Such a task prompts important questions about what “acceptance” looks like. For example, in what ways can practices of acceptance attend to existing power structures? Under what conditions can acceptance occur so as not to solely expect students to assimilate or to silence important parts of themselves? How can practices of acceptance recognize the diverse belonging needs of marginalized students and the politics surrounding those needs? To answer these questions, I utilize frameworks that reveal the paradoxes of belonging—the push and pull of being accepted in spaces that marginalize the self. Specifically, drawing from a <i>place-belongingness and politics of belonging</i> framework, I first provide a foundation for understanding the personal and political components of belonging for marginalized students. I then review harmful institutional practices of “acceptance” and discuss more transformative practices that sustain students’ cultural identities. Illuminating the personal and political facets of what it means to be accepted provides a pathway for reimaging who can, wants, and gets to belong.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142670893","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}

{"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":"<p>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.</p>","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}

{"title":"Exploring the Nature-Creativity Connection Across Different Settings: A Scoping Review","authors":"Dianne A. Vella-Brodrick, Kelsey J. Lewis, Krystina Gilowska","doi":"10.1007/s10648-024-09964-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09964-0","url":null,"abstract":"<p>The widespread benefits of creativity have become more salient in recent years. This has led to scholarly interest in finding ways to foster creativity. Nature immersion may be one way to enhance creativity, particularly as many individuals involved in creative pursuits have found nature to be a source of inspiration and a haven for restoration. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) extension for scoping reviews and the PRISMA-ScR 22 item checklist, we conducted a scoping review to examine the evidence on the relationship between nature and creativity as well as any underlying mechanisms facilitating this relationship. A scoping review was deemed appropriate given the infancy of the topic and the need to understand the broad landscape. Our aim was to present a range of interdisciplinary applications of nature interventions on different types of creative performance. We found 45 publications exploring the relationship between nature and creativity, with the majority (<i>n</i> = 36, 80%) published within the past seven years. Overall, the quantitative studies in our scoping review provided evidence of a significant positive relationship, or effect, between nature and creativity. These relationships held across various types of nature including for wilderness, rural and urban settings, as well as in different applications of creativity such as in the arts, workplace, education, and laboratory conditions. Qualitative and case study research also supported the positive relationship between nature and creativity including in diverse nature settings and in different applications such as in visual arts, design, writing, music, free play in kindergartens, and work. Qualitative studies highlighted potential mechanisms behind this relationship, including time in solitude, appreciation of impermanence, relaxation and inspiration, and disconnection from technology. Moreover, the degree of exposure to nature may be an important consideration for creative performance with more immersive, real-life experiences typical of outdoor nature, tending to be more effective than indoor spaces with window views or indoor plants. These preliminary findings suggest that more opportunities to connect with nature, especially in the outdoors, may help to stimulate creativity in a wide range of settings including education, the creative arts, and workplaces, although more high-quality research examining the sustained effects of nature on creativity is needed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"105 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599451","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}

{"title":"Bold, Humble, Collaborative, and Virtuous: The Future of Theory Development in Educational Psychology","authors":"Jeffrey A. Greene, Kristy A. Robinson","doi":"10.1007/s10648-024-09971-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09971-1","url":null,"abstract":"<p>Throughout 2023 and 2024, we served as co-guest editors of a topical collection in <i>Educational Psychology Review</i> on The Past, Present, and Future of Theory Development in Educational Psychology. In this topical collection, authors of prominent theories in the field were invited to reflect upon how they generated, developed, and iterated their ideas, as well as what the future might hold for their theories. Our hope was these articles could serve as examples of how theory building happens, normalizations of the often difficult and circuitous paths theories can take from initial observations to formalizations, and inspirations to others to begin their own theory development journey. In this reflection on the topical collection, we present themes that emerged as we curated the articles, including themes we anticipated (e.g., the many different ways theories can be generated) as well as ones we did not (e.g., the mix of boldness and intellectual humility theory generation requires). Also, we examine the epistemic virtues our authors used to evaluate their theories, such as practicality, as well as the virtues that were less commonly mentioned, such as internal consistency. Finally, we identify future directions for theory development in educational psychology, including the need to improve the climate for theory development in the field, particularly in terms of creating structures that incentivize and reward natural history work.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142598320","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}

{"title":"Effects of School-led Greenspace Interventions on Mental, Physical and Social Wellbeing in Children and Adolescents: A Systematic Review","authors":"Vi Ly, Dianne A. Vella‐Brodrick","doi":"10.1007/s10648-024-09963-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09963-1","url":null,"abstract":"<p>Promoting children’s and adolescents’ mental, physical, and social wellbeing is highly important to help them learn, create social connections, and stay healthy. Nature has the potential to restore cognition, reduce stress and mental fatigue, and improve wellbeing, all factors that are conducive to learning. There is growing interest in understanding the effects of nature on the wellbeing of children and adolescents, particularly in the school context. This paper presents a PRISMA-guided systematic review of the literature examining the effects of school-led nature interventions on the mental, physical, and social wellbeing of school children and adolescents aged 5 to 19 years. Examples of school-led nature interventions include outdoor learning, walks in nature and green schoolyards. Experimental and quasi-experimental studies employing quantitative measures were selected, yielding 19 studies from 17 papers. Included studies were rated as being of high (<i>n</i> = 6) and moderate quality (<i>n</i> = 13). The results provide some evidence that nature exposure in the school context can improve the wellbeing of children and adolescents, particularly their positive affect, physical activity, and social relationships/interactions. The wellbeing effects of school-led nature interventions were also examined according to age and gender, with results indicating a gender effect, but inconclusive findings for age. Findings from this review support the integration of nature in schools to enhance the mental, physical and social wellbeing of children and adolescents.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"19 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142598322","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}

{"title":"Semi-automating the Scoping Review Process: Is it Worthwhile? A Methodological Evaluation","authors":"Shan Zhang, Chris Palaguachi, Marcin Pitera, Chris Davis Jaldi, Noah L. Schroeder, Anthony F. Botelho, Jessica R. Gladstone","doi":"10.1007/s10648-024-09972-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09972-0","url":null,"abstract":"<p>Systematic reviews are a time-consuming yet effective approach to understanding research trends. While researchers have investigated how to speed up the process of screening studies for potential inclusion, few have focused on to what extent we can use algorithms to extract data instead of human coders. In this study, we explore to what extent analyses and algorithms can produce results similar to human data extraction during a scoping review—a type of systematic review aimed at understanding the nature of the field rather than the efficacy of an intervention—in the context of a never before analyzed sample of studies that were intended for a scoping review. Specifically, we tested five approaches: bibliometric analysis with VOSviewer, latent Dirichlet allocation (LDA) with bag of words, <i>k</i>-means clustering with TF-IDF, Sentence-BERT, or SPECTER, hierarchical clustering with Sentence-BERT, and BERTopic. Our results showed that topic modeling approaches (LDA/BERTopic) and <i>k</i>-means clustering identified specific, but often narrow research areas, leaving a substantial portion of the sample unclassified or in unclear topics. Meanwhile, bibliometric analysis and hierarchical clustering with SBERT were more informative for our purposes, identifying key author networks and categorizing studies into distinct themes as well as reflecting the relationships between themes, respectively. Overall, we highlight the capabilities and limitations of each method and discuss how these techniques can complement traditional human data extraction methods. We conclude that the analyses tested here likely cannot fully replace human data extraction in scoping reviews but serve as valuable supplements.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"80 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596956","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}

{"title":"Dynamic or Static Goal Regulation: Implications of Weak and Strong Bonds Between Autonomous/Controlled Reasons and Aims for Achievement Goal Striving","authors":"Stefan Janke","doi":"10.1007/s10648-024-09968-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09968-w","url":null,"abstract":"<p>Achievement goals have been key concepts for describing what motivates individuals in educational contexts. While achievement goals have often merely been conceptualized in terms of aspired end-states (aims of goal striving), contemporary research has proposed a more holistic perspective synthesizing these aims alongside autonomous versus controlled reasons derived from Self-Determination Theory into so-called achievement goal complexes. How these aims and reasons align is a matter of further discussion. An overview of empirical studies on goal complexes as well as associations between achievement goals and overarching goal systems reveals that aims differ in whether they show strong communality (static goal regulation) or rather high situational fluctuation regarding underlying reasons (dynamic goal regulation). Particularly, mastery aims show primarily strong bounds with autonomous reasons, whereas performance aims are more ambiguously aligned with underlying reasons. This has implications for the development of an overarching theory as well as for educational practice aiming to foster certain goals and goal complexes. Potential avenues for future research such as further investigations into goal valence, a broader set of aims, the impact of culture, and goal development are discussed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"36 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596951","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}