Educational Psychology Review最新文献_第2页

Psychological Science and the Blind Spot in Education: Learning and Instruction of Transversal Skills in the Twenty-First Century 心理科学与教育盲点：21世纪横向技能的学习与教学

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-17 DOI: 10.1007/s10648-025-10014-6

Anke Maria Weber, Ester van Laar, Francesca Borgonovi, Phillip L. Ackerman, Nia Nixon, Arthur C. Graesser, Samuel Greiff

{"title":"Psychological Science and the Blind Spot in Education: Learning and Instruction of Transversal Skills in the Twenty-First Century","authors":"Anke Maria Weber, Ester van Laar, Francesca Borgonovi, Phillip L. Ackerman, Nia Nixon, Arthur C. Graesser, Samuel Greiff","doi":"10.1007/s10648-025-10014-6","DOIUrl":"https://doi.org/10.1007/s10648-025-10014-6","url":null,"abstract":"Transversal skills describe a broad spectrum of skills that are considered to be essential for thriving in today’s society and tackling the challenges of the twenty-first century. Therefore, a high demand is placed on educators to teach these skills to their students. Unfortunately, the conceptualization of transversal skills remains vague with different frameworks reporting on various transversal skills, which complicates a translation of these skills into educational practice and research, thereby making them a “blind spot” in psychological research and educational practice. This paper brings the blind spot on transversal skills to a direct focus. First, we propose a conceptualization of transversal skills through a review and integration of existing frameworks. We organize transversal skills into four core concepts: cognitive skills (e.g., creativity and problem-solving), citizenship (e.g., democratic participation and respect), well-being (e.g., mental and physical health), and social-emotional skills (e.g., collaboration and communication). Second, we highlight possible ways to implement these core concepts into educational practice by providing specific examples on how to integrate specific skills into five subjects: language, mathematics, science, social studies, and arts and music. Third, a research agenda is proposed that considers the structure and underlying processes of transversal skills, their development and interventions at different stages, their predictive validity for success, and cultural differences and diversity.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"377 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841417","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

Teacher Emotional Competence: A Conceptual Model 教师情绪能力：一个概念模型

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-16 DOI: 10.1007/s10648-025-10018-2

Elena Savina, Caroline Fulton, Christina Beaton

{"title":"Teacher Emotional Competence: A Conceptual Model","authors":"Elena Savina, Caroline Fulton, Christina Beaton","doi":"10.1007/s10648-025-10018-2","DOIUrl":"https://doi.org/10.1007/s10648-025-10018-2","url":null,"abstract":"The classroom represents a complex socio-cultural environment where emotions emerge as a result of instruction, learning, and interpersonal transactions. Teachers’ ability to recognize, regulate, and respond to emotions in the classroom has powerful consequences for students’ behavior, learning, and the teacher’s own well-being. In order to be effective in instruction and classroom management and to prevent emotional burnout, teachers have to be emotionally competent. Furthermore, fostering teachers’ emotional competence helps with teacher retention. Several studies documented the positive effects of emotional training of aspiring and practicing teachers. However, there is a need for a better understanding of specific emotional skills pertinent to the teaching profession. We propose eight competencies essential for teachers to be effective in using emotions for instructional and relational purposes and managing their own and students’ emotions. These competencies include (1) understanding teachers’ own emotions; (2) effective emotion regulation; (3) effective emotional communication; (4) maintaining teachers’ emotional well-being; (5) understanding and responding to students’ emotions; (6) utilizing emotions to promote learning; (7) utilizing emotions to foster positive relationships and emotional climate in the classroom; and (8) promoting students’ social-emotional learning. We further identified discrete emotional skills within each competence and their implication for instruction, classroom management, social-emotional learning in the classroom, and teachers’ well-being. The proposed model of teacher emotional competence can be used as a springboard to develop emotional training programs and guide assessment practices aimed at the evaluation of teachers’ emotional skills.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"26 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143837069","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

Strengthening Conscientiousness by Means of Interventions: A Systematic Review 通过干预手段加强责任心：一项系统评价

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-12 DOI: 10.1007/s10648-025-10016-4

Melanie Turner, Flaviu A. Hodis

{"title":"Strengthening Conscientiousness by Means of Interventions: A Systematic Review","authors":"Melanie Turner, Flaviu A. Hodis","doi":"10.1007/s10648-025-10016-4","DOIUrl":"https://doi.org/10.1007/s10648-025-10016-4","url":null,"abstract":"Conscientiousness has consistent and robust associations with a large set of key student outcomes. Thus, to understand the extent to which conscientiousness could be leveraged to support students’ learning, achievement, and well-being, it is important to ascertain whether conscientiousness could be strengthened by means of interventions. To narrow this important knowledge gap, this research synthesizes the findings of recent studies on the efficacy of interventions designed to increase conscientiousness. To this end, we conducted a systematic review of several online databases to identify relevant articles published after the last major review of personality change interventions (in 2017). The search yielded 11 articles that met our inclusion criteria. These studies used one of three types of interventions: digital coaching, in-person coaching, and behavior activation. Nine of the interventions we reviewed significantly increased conscientiousness at either the trait, facet, or state level. Our review identified several gaps in conscientiousness intervention literature, such as the lack of knowledge about mediating and moderating factors of intervention effects and the relative paucity of studies assessing the maintenance of intervention effects. The article discusses the significance of these findings and, building upon them, delineates important directions for future research and intervention.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"50 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822494","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

Centering Social Fit, Self-Concept Fit, Goal Fit, and Resource Fit as Core Elements of Students’ Experiences of Belonging at School 以社会契合度、自我概念契合度、目标契合度、资源契合度为学生在校归属感体验的核心要素

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-12 DOI: 10.1007/s10648-025-10009-3

Alexander S. Browman

{"title":"Centering Social Fit, Self-Concept Fit, Goal Fit, and Resource Fit as Core Elements of Students’ Experiences of Belonging at School","authors":"Alexander S. Browman","doi":"10.1007/s10648-025-10009-3","DOIUrl":"https://doi.org/10.1007/s10648-025-10009-3","url":null,"abstract":"A common theme across psychological research on belonging in school has been a focus on the social—on the quality of students’ connections to others in the school environment. In this review, I argue that when a student indicates that they do or do not “feel like I belong at my school,” social connections are necessary but not sufficient to fully explain that experience. Extending Schmader and Sedikides’ State Authenticity as Fit to Environment model, I instead propose that this experience hinges on four factors: the degrees to which (a) teachers and other students accept, value, and include a student socially (social fit), (b) an academic setting’s structures and norms support and afford their personal goals and values (goal fit), (c) the school environment naturally activates or supports their connections to their most valued identities (self-concept fit), and (d) the school environment provides sufficient financial, nutritional, health, and safety resources to meet their needs in these domains (resource fit). In reviewing how students, especially those from from historically under-researched backgrounds, define belonging, I demonstrate both the divergence of their definitions from the traditional psychological focus on social connections alone, and the convergence of their definitions with these four forms of person–environment fit. I therefore argue that shifting to a model of students’ experiences of belonging that centers on self-concept, goal, resource and social fit would provide an especially fruitful future for research on this subject.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"37 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822635","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

Why We Might Still be Concerned About Low Cronbach’s Alphas in Domain-specific Knowledge Tests 为什么我们仍然会对特定领域知识测试的低克朗巴赫系数感到担忧？

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-11 DOI: 10.1007/s10648-025-10015-5

Steffen Zitzmann, Gabe A. Orona

引用次数: 0

Who Gets to Belong in College? An Empirical Review of How Institutions Can Assess and Expand Opportunities for Belonging on Campus 谁才是大学的归属？机构如何评估和扩大校园归属感机会的实证研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-09 DOI: 10.1007/s10648-025-10010-w

Kathryn M. Kroeper, Maithreyi Gopalan, Katherine T. U. Emerson, Gregory M. Walton

{"title":"Who Gets to Belong in College? An Empirical Review of How Institutions Can Assess and Expand Opportunities for Belonging on Campus","authors":"Kathryn M. Kroeper, Maithreyi Gopalan, Katherine T. U. Emerson, Gregory M. Walton","doi":"10.1007/s10648-025-10010-w","DOIUrl":"https://doi.org/10.1007/s10648-025-10010-w","url":null,"abstract":"Over a dozen rigorous randomized-controlled trials show that recognizing worries about belonging in a new school as normal and as improving with time can help students stay engaged, build relationships, and succeed. Such “social-belonging” interventions can help students take advantage of opportunities available to them to develop their belonging in college—yet what is the institutional role? Drawing on past literature, and reporting novel data from the College Transition Collaborative’s massive trial of the social-belonging intervention (N = 15,143 control-condition students in 374 “local-identity” groups across 22 representative colleges and universities; Walton et al., 2023), we explore who gets to belong in college and what institutional leaders can do to expand these opportunities. First, we find that opportunities for belonging (i.e., “belonging affordances”) vary widely, both across institutions and systematically across groups. Notably, Black, Asian, and first-generation college student groups are each less likely than other groups to have minimally adequate opportunities for belonging. Second, all institutions are serving some student groups well, but all can improve: none provides adequate belonging affordances for all groups. Third, four classes of institutional factors predict belonging affordances at the identity-group level: (1) greater in-group representation, (2) more inclusive cultures, (3) greater opportunities for strong relationships, and (4) greater opportunities for productive learning. We conclude by discussing how institutions can learn for whom they are creating opportunities for belonging and for whom they are not, and how institutions can expand opportunities for belonging for groups that are not yet well served.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"74 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805825","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

Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System 数字化强化科学课堂中的自主学习：迈向预警系统

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-08 DOI: 10.1007/s10648-025-10011-9

Marcus Kubsch, Sebastian Strauß, Adrian Grimm, Sebastian Gombert, Hendrik Drachsler, Knut Neumann, Nikol Rummel

{"title":"Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System","authors":"Marcus Kubsch, Sebastian Strauß, Adrian Grimm, Sebastian Gombert, Hendrik Drachsler, Knut Neumann, Nikol Rummel","doi":"10.1007/s10648-025-10011-9","DOIUrl":"https://doi.org/10.1007/s10648-025-10011-9","url":null,"abstract":"Recent research underscores the importance of inquiry learning for effective science education. Inquiry learning involves self-regulated learning (SRL), for example when students conduct investigations. Teachers face challenges in orchestrating and tracking student learning in such instruction; making it hard to adequately support students. Using AI methods such as machine learning (ML), the data that is generated when students interact in technology-enhanced classrooms can be used to track their learning and subsequently to inform teachers so that they can better support student learning. This study implemented digital workbooks in an inquiry-based physics unit, collecting cognitive, metacognitive, and affective data from 214 students. Using ML methods, an early warning system was developed to predict students’ learning outcomes. Explainable ML methods were used to unpack these predictions and analyses were conducted for potential biases. Results indicate that an integration of cognitive, metacognitive, and affective data can predict students’ productivity with an accuracy ranging from 60 to 100% as the unit progresses. Initially, affective and metacognitive variables dominate predictions, with cognitive variables becoming more significant later. Using only affective and metacognitive data, predictive accuracies ranged from 60 to 80% throughout. Bias was found to be highly dependent on the ML methods being used. The study highlights the potential of digital student workbooks to support SRL in inquiry-based science education, guiding future research and development to enhance instructional feedback and teacher insights into student engagement. Further, the study sheds new light on the data needed and the methodological challenges when using ML methods to investigate SRL processes in classrooms.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"25 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143797900","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

Increasing Video Lecture Playback Speed Can Impair Test Performance – a Meta-Analysis 提高视频讲座播放速度会影响考试成绩——一项荟萃分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-08 DOI: 10.1007/s10648-025-10003-9

Theepan Tharumalingam, Brady R. T. Roberts, Jonathan M. Fawcett, Evan F. Risko

引用次数: 0

Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication 追踪与指向支持多媒体学习：跨文化复制

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-03 DOI: 10.1007/s10648-025-10005-7

Yining Wang, Kexin Han, Paul Ginns

{"title":"Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication","authors":"Yining Wang, Kexin Han, Paul Ginns","doi":"10.1007/s10648-025-10005-7","DOIUrl":"https://doi.org/10.1007/s10648-025-10005-7","url":null,"abstract":"Cognitive load theory’s incorporation of evolutionary perspectives suggests biologically primary knowledge, acquired through evolutionary processes, can support students in learning biologically secondary knowledge, the focus of typical educational curricula. Touch-based interactions using the hands are likely to be biologically primary. The present study investigates the effects of tracing and pointing actions using the index finger on the surface of lesson materials when learning about the human circulatory system. Although there are a few studies which have assessed the effects of tracing and pointing when learning from multimedia (text and diagrams), these studies have mostly used Western languages (English and German) as the medium of instruction. This project replicates and extends prior research by investigating whether tracing and pointing can enhance learning when the language of instruction is Chinese. A total of 84 native Chinese-speaking adult participants were randomly assigned to conditions in which they either traced and pointed or did not trace or point while learning about the structure and function of the human heart from paper-based materials. Replicating previous results with Western samples, participants who traced and pointed in the learning phase outperformed participants who did not trace and point on a knowledge test of comprehension, while also reporting lower extraneous load. Implications and recommendations for future research are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"58 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143766530","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 Biological Benefits of Failure on Learning and Tools to Manage the Fallout 失败对学习的生物学益处和管理后果的工具

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-03 DOI: 10.1007/s10648-025-10013-7

Lauren Margulieux, James Prather, Masoumeh Rahimi

{"title":"The Biological Benefits of Failure on Learning and Tools to Manage the Fallout","authors":"Lauren Margulieux, James Prather, Masoumeh Rahimi","doi":"10.1007/s10648-025-10013-7","DOIUrl":"https://doi.org/10.1007/s10648-025-10013-7","url":null,"abstract":"Failure can be an effective tool for learning, but it comes with negative consequences. Educators and learners should practice strategies that leverage the benefits of failure while managing its negative consequences on learners’ motivation and persistence. Towards that goal, this paper examines the biological effects of failure on learning to (1) explain how failure primes the brain for learning and (2) propose behavioral strategies for coping with the negative consequences, focusing on postsecondary students. This conceptual literature review article draws upon neuroscience literature to explain biological mechanisms related to failure and education literature to explore connections to learning theory and environments. The paper is organized into two major sections: (1) the benefits of failure and (2) tools to deal with its negative effects. Within each section, the paper describes related neurochemicals and behavioral strategies to affect them that could be explored in educational settings. By understanding these biological effects, we can better design learning environments and support students through failure. Each section of the paper also describes non-invasive research tools that could be used to study the effects of interventions that aim to improve students’ experience of failure in education.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"70 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143766531","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