Educational Psychology Review最新文献_第10页

A Theory of Knowledge Revision: the Development of the KReC Framework 知识修订理论：KReC 框架的发展

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-18 DOI: 10.1007/s10648-024-09885-y

Panayiota Kendeou

引用次数: 0

The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis 私立教育的公共目的：公民成果元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-14 DOI: 10.1007/s10648-024-09874-1

M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris

{"title":"The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis","authors":"M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris","doi":"10.1007/s10648-024-09874-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09874-1","url":null,"abstract":"Since Plato and Aristotle, political theorists have discussed the important role of education in forming democratic citizens. They disagree, however, over whether public or private schools are more effective at nurturing citizenship. We conduct a statistical meta-analysis to identify the average association between private schooling and measures of four central civic outcomes: political tolerance, political participation, civic knowledge and skills, and voluntarism and social capital. Our search identifies 13,301 initial target studies, ultimately yielding 531 effects from 57 qualified studies drawing from 40 different databases. Using Robust Variance Estimation, we determine that, on average, private schooling boosts any civic outcome by 0.055 standard deviations over public schooling. Religious private schooling, particularly, is strongly associated with positive civic outcomes. The evidence is especially strong that private schooling is correlated with higher levels of political tolerance and political knowledge and skills. We discuss heterogeneities, robustness checks, and implications.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"170 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140557276","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 Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations 心率变异性（HRV）在教育研究中的有效性及建议综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-11 DOI: 10.1007/s10648-024-09878-x

Hyun Jin Kim, Yuyi Park, Jihyun Lee

{"title":"The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations","authors":"Hyun Jin Kim, Yuyi Park, Jihyun Lee","doi":"10.1007/s10648-024-09878-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09878-x","url":null,"abstract":"This study provides a comprehensive overview of methodological aspects when using heart rate variability (HRV) measures in educational research. Following PRISMA 2020 guidelines, we searched four databases for relevant studies published until March 5, 2024. From the 48 studies reviewed, we extracted data across three analytical categories: (1) area of study interest and participant populations, (2) data collection and analysis methodologies, and (3) the concurrent and predictive validity of HRV measurement for educational research. Study quality was evaluated using QualSyst assessment criteria. Most studies measured stress and enlisted undergraduate students as participants. Data were predominately collected using wearable devices, measuring HRV for durations of less than 30 min, and in varied contexts, including during exams, while learning, and in experiments. The parameters analyzed varied within both time and frequency domains. HRV data had a moderate level of concurrent validity as a measure of stress in an educational context. The concurrent validity of HRV data for measuring attention remains uncertain with insufficient evidence. Limited correlations appeared between stress and performance. The findings, potentials, and limitations of HRV measures are discussed, and synthesized recommendations for educational research using HRV data are provided.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"47 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140552010","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

Opting Out as an Untapped Resource in Instructional Design: Review and Implications 选择退出是教学设计中尚未开发的资源：回顾与启示

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-06 DOI: 10.1007/s10648-024-09879-w

Yael Sidi, Rakefet Ackerman

{"title":"Opting Out as an Untapped Resource in Instructional Design: Review and Implications","authors":"Yael Sidi, Rakefet Ackerman","doi":"10.1007/s10648-024-09879-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09879-w","url":null,"abstract":"When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite being designed to prepare students for real-life challenges, opting out is often viewed as an indication of low motivation or an avoidance of challenges. Presenting a complementary perspective, metacognitive research dealing with knowledge management and problem-solving shows substantial empirical evidence that both adults and children can use opt-out options to enhance the quality of their responses. Moreover, there are initial signs that strategic opting out can increase the efficiency of self-regulated effort. These opportunities to improve self-regulated learning have yet to be exploited in instructional design. Research guided by Cognitive Load Theory (CLT), which focuses on effort allocation in the face of cognitive challenges, has largely ignored the benefits of opting out as a strategy for improving effort allocation. The present review summarizes advantages and pitfalls within the current state of knowledge. Furthermore, we propose new avenues of inquiry for examining the impact of incorporating explicit opt-out options in instructional design to support knowledge and skill acquisition. As a novel avenue, we urge educators to develop effective opting-out skills in students to prepare them for real-life challenges.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"32 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527432","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 Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis 概念图对学生科学成绩的影响：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-27 DOI: 10.1007/s10648-024-09877-y

Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos

{"title":"The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis","authors":"Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos","doi":"10.1007/s10648-024-09877-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09877-y","url":null,"abstract":"This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"34 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317161","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

Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science 杂交动机菌株：综合模型如何对推动动机科学发展至关重要

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-26 DOI: 10.1007/s10648-024-09850-9

Ronnel B. King, Luke K. Fryer

引用次数: 0

Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes 科学、技术、工程和数学领域性别差异的跨文化模式：性别分层、性别平等和性别平等悖论

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-19 DOI: 10.1007/s10648-024-09872-3

Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu

{"title":"Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes","authors":"Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu","doi":"10.1007/s10648-024-09872-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09872-3","url":null,"abstract":"Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs—achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer datasets from individual and country levels. Specifically, we examine gender differences in relative strength measures (e.g., strength in science relative to math and reading) and STEM aspirations and graduation, using PISA 2015 and PISA 2018 data from 78 countries/regions (N = 941,475). Our analysis corroborates our literature review, indicating that support for both the gender stratification hypothesis and the gender equality paradox (i.e., whether gender gaps favoring male students are smaller or larger in more gender-equal countries) is generally inconsistent and weak. Various factors contribute to this inconsistency, including specific outlier countries, different years of data collection, diverse data sources, a range of composite and domain-specific measures of gender equality, and statistical models. Our study also introduces a robust statistical model to compare performances in three subjects and evaluate the predictive power of relative strength measures for STEM aspirations at the student level. Our analyses reveal that general academic achievement and math achievement relative to reading are key predictors of STEM aspirations, compared with science achievement relative to math and reading. By juxtaposing both levels of analysis, our findings offer a more nuanced understanding of gender differences in decision-making processes that lead to careers in STEM-related fields.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"141 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140162174","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

Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence 实践建议与否？将 LoGeT 模型作为生成本地化、通用化和可转移证据的经验方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-13 DOI: 10.1007/s10648-024-09876-z

Andreas Lachner, Leonie Sibley, Salome Wagner

{"title":"Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence","authors":"Andreas Lachner, Leonie Sibley, Salome Wagner","doi":"10.1007/s10648-024-09876-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09876-z","url":null,"abstract":"In educational research, there is the general trade-off that empirical evidence should be generalizable to be applicable across contexts; at the same time, empirical evidence should be as specific as possible to be localizable in subject-specific educational interventions to successfully transfer the empirical evidence to educational practice. This trade-off is further increased by the fact that the diverse instructional contexts, such as school or student characteristics constrain the applicability of empirical evidence. Several approaches have been proposed to address this issue, however, emphasized the different problems (i.e., localization, generalization, transferability) rather in an isolated manner. To this end, in this article, we introduce a synergistic approach, the LoGeT (localize, generalize, transfer) model, which systematically integrates co-design (localization strategies) and ManyClasses principles (generalization strategies) with co-constructive transfer activities, to generate empirical evidence that may be applicable in educational practice. To illustrate the LoGeT model, we present three long-term projects, covering different granularities and durations of educational interventions across different fields of education (teacher education, adaptive teaching, non-interactive teaching) that successfully applied the LoGeT approach. Finally, we outline further directions for future iterations of the LoGeT model. We hope that the LoGeT approach may be a stimulus to guide researchers as well as practitioners alike to design generalizable and evidence-based educational interventions that are rooted in localized instructional contexts.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"78 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135544","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

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review 揭示实施通用学习设计的挑战：系统文献综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-12 DOI: 10.1007/s10648-024-09860-7

Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki

{"title":"Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review","authors":"Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki","doi":"10.1007/s10648-024-09860-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09860-7","url":null,"abstract":"Educators and instructional designers have used the Universal Design for Learning (UDL) framework to guide their design of inclusive instruction for students with and without disabilities. Despite UDL having entered its 4th decade of development and research, there have been ongoing critiques of UDL for lacking clarity in definition, challenges with implementation, and insufficient evidence of its effectiveness. These critiques warrant further evaluation of UDL, especially with a focus on the theoretical underpinnings behind its conceptualization and implementation. Thus, we synthesized 32 peer-reviewed studies published between 1999 and 2023 that focused on UDL implementation in preK-12 educational settings and measured various aspects of student learning outcomes (e.g., cognitive, motivational, and behavioral). Specifically, we evaluated each study’s intervention or instructional design in terms of its alignment to UDL checkpoints, guidelines, and/or principles as well as existing theories of learning or instructional design. Results revealed several interrelated challenges that stymie UDL research, including the absence of explicit alignment between UDL checkpoints and intervention or instructional designs investigated in the extant literature, the uneven coverage of implemented checkpoints and corresponding guidelines, the overlap among multiple checkpoints and guidelines, and the lack of theoretical guidance regarding the design and implementation processes. Based on these findings, we provide recommendations for strengthening the research base for less frequently applied UDL checkpoints, recommendations for documenting checkpoints and relationships among checkpoints as indispensable components of UDL implementation, and directions for future research conducted via systematic UDL implementation guided by established theories.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"32 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135546","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

Citizenship in the Elementary Classroom Through the Lens of Peer Relations 从同伴关系的角度看小学课堂中的公民意识

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-09 DOI: 10.1007/s10648-024-09870-5

Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard

{"title":"Citizenship in the Elementary Classroom Through the Lens of Peer Relations","authors":"Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard","doi":"10.1007/s10648-024-09870-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09870-5","url":null,"abstract":"We explored the potential of using a peer relations approach for researching children’s citizenship in elementary classrooms. Children express or enact citizenship through their behavior toward classmates and the relationships they engage in (i.e., lived citizenship). These behaviors and relationships can be more or less in line with goals for citizenship education. We propose that, through peer relations methodology, these behaviors and relationships can be assessed systematically. In addition, some of the widely researched behaviors and relationships in peer relations research already closely align with goals for citizenship education. With this theoretical and methodological argument, we consider recent publications on classroom behaviors (i.e., prosocial behavior and aggression) and relationships (i.e., positive and negative affect) and their meaning for exemplary goals for citizenship education (i.e., solidarity, peace, and social cohesion). We show how individual children and classroom peer groups differ in these regards and thus in their citizenship and how these differences can be stratified by gender, ethnic background, and socioeconomic status. Specific attention is paid to the role of teachers, as organizers of the social structures in their classrooms and as educators who can promote citizenship. Finally, we propose new ways for using peer reports to study citizenship in elementary classrooms more directly and to discover potential avenues for teachers to foster citizenship through peer relations.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"108 3","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069829","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