Educational Psychology Review最新文献_第10页

Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice 化路障为减速带：呼吁科学传播实施改革关于检索实践

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-15 DOI: 10.1007/s10648-024-09854-5

Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel

{"title":"Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice","authors":"Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel","doi":"10.1007/s10648-024-09854-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09854-5","url":null,"abstract":"The science of learning literature is filled with recommendations for strategies educators can use to increase effective and efficient learning. However, some believe that implementation has not been as robust as many have hoped. We believe more effective science communication is needed to increase the overall impact of science of learning research in education, but more data on the most effective ways to accomplish this are needed. Our efforts to increase science communication with educators have included workshops, and from our experiences three concerns regarding the implementation of retrieval practice in particular seem to consistently arise during our workshop conversations with educators. These concerns include the time or workload associated with planning, enacting, and evaluating retrieval practice activities, that retrieval practice might be only useful for learning basic knowledge, and that retrieval practice might cause test anxiety among students. While these concerns could be considered roadblocks to implementation efforts, we have viewed them as speed bumps, opportunities to slow down and discuss some of the nuances of retrieval practice research that can serve to address the concerns. In this commentary, we describe the ways we have attempted to leverage existing literature to address these concerns so far. Importantly, we call for formal research investigating implementation reform of retrieval practice. For science of learning research to have a greater impact on education, the field must systematically identify the concerns of educators in applying the research, and systematically evaluate effective ways to communicate the science to overcome these concerns.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139739649","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

Evolution of a Learning Theory: In Praise of Scientific Speculation 学习理论的演变：赞美科学推测

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-14 DOI: 10.1007/s10648-024-09865-2

Patricia A. Alexander, P. Karen Murphy

引用次数: 0

Emerging and Future Directions in Test-Enhanced Learning Research 测试强化学习研究的新方向和未来方向

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-12 DOI: 10.1007/s10648-024-09857-2

Steven C. Pan, J. Dunlosky, Kate M. Xu, Kim Ouwehand

引用次数: 0

Emerging and Future Directions in Test-Enhanced Learning Research 测试强化学习研究的新方向和未来方向

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-12 DOI: 10.1007/s10648-024-09857-2

Steven C. Pan, J. Dunlosky, Kate M. Xu, Kim Ouwehand

引用次数: 0

Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research 筛选更聪明，而不是更困难：教育研究中机器学习筛选算法与启发式停止标准的比较分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-08 DOI: 10.1007/s10648-024-09862-5

{"title":"Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research","authors":"","doi":"10.1007/s10648-024-09862-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09862-5","url":null,"abstract":"<h3>Abstract</h3> Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the reviewing process. In this study, we conducted a retrospective screening simulation using 27 systematic reviews in education and educational psychology. We evaluated the sensitivity, specificity, and estimated time savings of several learning algorithms and heuristic stopping criteria. The results showed, on average, a 58% (SD = 19%) reduction in the screening workload of irrelevant records when using learning algorithms for abstract screening and an estimated time savings of 1.66 days (SD = 1.80). The learning algorithm random forests with sentence bidirectional encoder representations from transformers outperformed other algorithms. This finding emphasizes the importance of incorporating semantic and contextual information during feature extraction and modeling in the screening process. Furthermore, we found that 95% of all relevant abstracts within a given dataset can be retrieved using heuristic stopping rules. Specifically, an approach that stops the screening process after classifying 20% of records and consecutively classifying 5% of irrelevant papers yielded the most significant gains in terms of specificity (M = 42%, SD = 28%). However, the performance of the heuristic stopping criteria depended on the learning algorithm used and the length and proportion of relevant papers in an abstract collection. Our study provides empirical evidence on the performance of machine learning screening algorithms for abstract screening in systematic reviews in education and educational psychology.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139750397","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 Computational Model of School Achievement 学校成绩计算模型

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-08 DOI: 10.1007/s10648-024-09853-6

Brendan A. Schuetze

引用次数: 0

Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective 更正：认知负荷理论及其与动机的关系：自我决定理论视角

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-06 DOI: 10.1007/s10648-024-09863-4

Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith, Sijing Zhou

引用次数: 0

Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration 关于整合、理论冲突和实际实施的评论：供思考的一些相反想法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-05 DOI: 10.1007/s10648-024-09858-1

Richard M. Ryan

{"title":"Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration","authors":"Richard M. Ryan","doi":"10.1007/s10648-024-09858-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09858-1","url":null,"abstract":"The ideal of theoretical integration in motivational approaches to education is worthy, but in this commentary, I raise some (semi)contrarian concerns about both the meaning of theoretical integration and how that occurs. Integration is more than an aggregation or combination of measures but rather involves synthesis into a framework with theoretic and meta-theoretic integrity. Across disciplines and fields of inquiry, the development of science largely happens within theories and at their boundaries. Integration in practice (e.g., interventions) raises different issues, mainly concerning the coordination of elements that may address different classroom issues, and therefore can stem from multiple models and theories. I also describe the common direction and progress of motivational psychology over the past several decades, albeit with some “jingle –jangle” trends muddying our conceptual waters. Yet contrary to the view that it is our multiple perspectives that confuse teachers, I argue that confusion more centrally lies in the wide gap between our generally student-centered theories and public policies and institutional norms that hinder their implementation and their integration into practice.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139695960","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 Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research 第二语言习得研究中语言心态与语言学习成果的多层次元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-01-31 DOI: 10.1007/s10648-024-09849-2

Majid Elahi Shirvan, Esmaeel Saeedy Robat, Abdullah Alamer, Nigel Mantou Lou, Elyas Barabadi

{"title":"A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research","authors":"Majid Elahi Shirvan, Esmaeel Saeedy Robat, Abdullah Alamer, Nigel Mantou Lou, Elyas Barabadi","doi":"10.1007/s10648-024-09849-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09849-2","url":null,"abstract":"Second language (L2) learners’ beliefs about the nature of language learning, specifically language mindsets, is a recent productive line of L2 research. Researchers argue that language mindsets are key factors for language learning success. However, the association between language mindsets and different language learning outcomes is inconsistent in the literature, and its overall effect remains unclear. The copious body of quantitative research instigates the need for a synthetic approach to capture an overall view of how language mindsets relate to several outcome variables (e.g., general language achievement, grammar, pragmatics, reading, speaking, and writing). Thus, the present study used multilevel meta-analysis to examine the overall effectiveness of the association between language mindsets and language learning outcomes and to examine to what extent this overall effectiveness might vary as a function of some moderators (i.e., age, proficiency level, and learning context). Through a systematic search and screening, we identified a total of 22 studies and 50 effect sizes (n = 17,622 participants) on the correlation between language mindsets and different learning outcomes. The weighted average correlation between fixed language mindset and the language learning outcomes was found to be significantly negative but weak in size (r = − 0.19). In contrast, the association between the growth language mindset and the learning outcomes was significantly positive but relatively moderate in size (r = 0.26). These associations did not significantly vary as a function of moderating variables. These findings suggest that a higher level of growth language mindsets and a lower level of fixed mindset are important for learners’ success in language learning. Pedagogical implications and suggestions for further research are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139644184","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 Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review 用认知负荷理论理解视觉问题解决任务的专家支架：范围综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-01-26 DOI: 10.1007/s10648-024-09848-3

Christine C. A. van Nooijen, Bjorn B. de Koning, Wichor M. Bramer, Anna Isahakyan, Maryam Asoodar, Ellen Kok, Jeroen J. G. van Merrienboer, Fred Paas

{"title":"A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review","authors":"Christine C. A. van Nooijen, Bjorn B. de Koning, Wichor M. Bramer, Anna Isahakyan, Maryam Asoodar, Ellen Kok, Jeroen J. G. van Merrienboer, Fred Paas","doi":"10.1007/s10648-024-09848-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09848-3","url":null,"abstract":"Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) and chunking (the practice of grouping information, often in conjunction with prior knowledge), into a cohesive and unified framework. In this scoping review, 6533 articles were considered, from which 18 were included. From these 18 articles, 164 excerpts describing expert-novice interaction were examined and categorised based on cognitive strategy (cueing or chunking) and method of expression (verbal or nonverbal). An inductive category (active or passive) was also identified and coded. Most scaffolding behaviours were categorised as active verbal cueing and active verbal chunking. Qualitative patterns in excerpts were collated into 12 findings. Our framework may help to integrate existing and new scaffolding research, form the basis for future expert-novice interaction research, and provide insights into the fine-grained processes that comprise scaffolded visual problem-solving.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139573863","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