Educational Psychology Review最新文献

{"title":"The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis","authors":"Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel","doi":"10.1007/s10648-024-09946-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09946-2","url":null,"abstract":"<p>In current research, emotions in language use situations are often examined only at their starting and ending points, akin to observing the beginning and end of a wave, while neglecting their complex fluctuations in between. To fully comprehend the dynamics of emotions in language use situations, it is essential to delve into their intricate unfolding throughout their progression. This is particularly critical in the context of Second Language Acquisition (SLA), where emotional dynamics can significantly influence learning outcomes and proficiency. Drawing on existing empirical research and theories, we propose a novel interpretation rooted in complex dynamic systems theory (CDST) to elucidate the dynamic nature of emotions in language use situations. Furthermore, we suggest methodologies for capturing the complete dynamics of emotional and language behaviours, including an analysis of their dynamic interrelationships. By embracing a dynamic perspective, we can advance our understanding of interplay between emotions and language behaviours from epistemological theory to methodology and analysis, paving the way for future research in this field.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144242","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":"The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research","authors":"Karen R. Harris","doi":"10.1007/s10648-024-09921-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09921-x","url":null,"abstract":"<p>In this article, I provide the first publication thoroughly detailing how the theoretical foundation for the self-regulated strategy development (SRSD) instructional model was developed. I explain the development of the theoretical base for the SRSD model of instruction and the initial focus on writing instruction. I detail the reasoning and research that provided the base for the theory underlying the SRSD model of instruction. The theoretical base relies, in part, on both theoretical integration and triangulation; I define and provide examples of each process. I address the role of multiple theories, early studies, and iterations that led to the current SRSD instructional model. The tenets of the theoretical base, theoretical principle, and four initial and foundational research questions for the SRSD instructional model are detailed. Research regarding the four initial research questions is summarized, demonstrating the tenets and theoretical principle behind the SRSD model of instruction are valid and meaningful. A sizeable body of research across multiple countries indicates moderate to large effect sizes across many outcomes of SRSD instruction in writing and other complex learning areas. Finally, I address both directions for future research and significant challenges in scaling up SRSD instruction, including paradigm wars and other barriers.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144241","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":"AI-Related Threats to Information Sovereignty and Challenges for Research Ethics","authors":"Alexander Skulmowski","doi":"10.1007/s10648-024-09939-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09939-1","url":null,"abstract":"<p>Unnoticed by most, some technology corporations have changed their terms of service to allow user data to be transferred to clouds and even to be used to train artificial intelligence systems. As a result of these developments, remote data collection may in many cases become impossible to be conducted anonymously. Researchers need to react by reconsidering their mode of data collection, raising awareness, and expanding informed consent to ensure information sovereignty. Considerations for data sharing are discussed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142124068","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":"Using DNA to Predict Education: a Meta-analytic Review","authors":"Kirsty Wilding, Megan Wright, Sophie von Stumm","doi":"10.1007/s10648-024-09928-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09928-4","url":null,"abstract":"<p>Recent advances in genomics make it possible to predict individual differences in education from polygenic scores that are person-specific aggregates of inherited DNA differences. Here, we systematically reviewed and meta-analyzed the strength of these DNA-based predictions for educational attainment (e.g., years spent in full-time education) and educational achievement (e.g., school grades). For educational attainment (<i>k</i> = 20, <i>n</i> = 16, <i>N</i>_total = 314,757), a multilevel meta-analysis showed an association with polygenic scores of <i>ρ</i> = .27 (95% CI from .22 to .32). For educational achievement (<i>k</i> = 19, <i>n</i> = 10, <i>N</i>_total = 83,788), the association was <i>ρ</i> = .24 (95% CI from .18 to .30). Eurocentric biases were evident with only 15% of estimates being reported in samples of non-European ancestry. After accounting for sample ancestry, age at assessment, and education measure, the meta-analytic estimates increased to <i>ρ</i> = .29 (95% CI from .24 to .33) for educational attainment and <i>ρ</i> = .50 (95% CI from .39 to .61) for educational achievement, indicative of large effect sizes. All meta-analytic estimates were associated with significant heterogeneity. Our findings suggest that DNA-based predictions of education are sizeable but vary across samples and studies. We outline three steps to safeguard potential applications of polygenic score predictions in education to maximize their benefits for personalizing learning, while minimizing the bioethical risks of perpetuating social, cultural, and economic inequalities.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142124083","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":"Are Some People Generally More Creative Than Others? A Systematic Review of Fifty Years’ Research","authors":"Sébastien Miravete, André Tricot","doi":"10.1007/s10648-024-09926-6","DOIUrl":"https://doi.org/10.1007/s10648-024-09926-6","url":null,"abstract":"<p>Many recent studies support the idea that creativity is partially or totally “domain-general.” Certain individuals may exhibit greater creativity than the average, whatever the domain. More precisely, certain general factors (e.g., genetic factors, creative personality) could significantly impact creativity. This systematic review aims to evaluate this latter assertion. All empirical papers using at least two creative performance tasks in two domains were selected (<i>n</i> = 36). Results show that some participants succeed in creative tasks in several different domains, but only in experiments where specific prior knowledge is not controlled and tasks are artificial. Furthermore, certain studies conflate the function, which is domain-general, with its functioning, which may not necessarily be domain-general. For these reasons, the results appear less robust (no control for confounding factors) and less representative (creative tasks are not academically, socially, or professionally realistic). Therefore, it seems premature to recommend the integration of general creative skills into school or training programs, as well as the selection of students or employees with a presumed “creative profile.”</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089921","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":"Socioeconomic Status and Student Learning: Insights from an Umbrella Review","authors":"Cheng Yong Tan","doi":"10.1007/s10648-024-09929-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09929-3","url":null,"abstract":"<p>Socioeconomic status (SES) has been widely argued to be an important predictor of students’ learning outcomes; the corollary is that low-SES students face immense challenges in their learning. The present study employed an umbrella review, comprising a thematic review and second-order meta-analysis, of 48 reviews relating SES to student learning to critically examine this argument. Results elucidate three sets of insights on the relationship between SES and student learning. First, researchers need to expand the conceptualization of SES from being an objective, individual attribute measuring hierarchical differences in access to resources to a more comprehensive construct incorporating (a) objective and subjective evaluations of (b) individual and collective SES attributes; (c) emphasizing students’ mobilization of capital; and (d) adopting a more diverse, asset-based perspective of SES. Second, the umbrella review provides a nuanced evaluation of the influence of SES in student learning. It yields a mean SES effect size of <i>r</i> = .22 (deemed as large with reference to educational benchmarks, expected students’ achievement gains, and percentile points in achievement tests) but SES effects may be confounded with other demographics. Third, SES needs to be examined from an ecological perspective, given the different mediating and moderating processes pertaining to SES in student learning. The results imply that policies for improving low-SES students’ learning outcomes should comprehensively address multiple factors influencing student learning and avoid a one-size-fits-all approach, enhance disadvantaged students’ access to educational opportunities and resources, affirm the strengths that disadvantaged students bring to their learning, and address structural and systemic inequalities related to poverty, classism, and segregation.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142090066","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":"Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination","authors":"Tanja Bross, Ulrike Elisabeth Nett, Martin Daumiller","doi":"10.1007/s10648-024-09931-9","DOIUrl":"https://doi.org/10.1007/s10648-024-09931-9","url":null,"abstract":"<p>Both achievement goals and achievement emotions have empirically been found to be important within educational contexts. This meta-analysis examined the interrelations among six achievement goals and fifteen achievement emotions and various moderators by analyzing 2,644 effect sizes from 355 studies with 155,208 participants. The findings revealed interrelations among achievement goals and achievement emotions that mainly corroborate theoretical assumptions. Mastery and performance goals showed associations with activity and outcome emotions. The results for work-avoidance goals confirmed the assumption that engaging in work avoidance is particularly related to negative activity emotions. Relational goals are positively linked to positive affect and enjoyment. Facets of mastery goals were identified as relevant moderators of the interrelations among achievement goals and emotions, in contrast to population. The results highlight the relevance of considering the interplay among achievement goals and achievement emotions at a specific level, as opposed to considering only the affective level, as well as differentiating between activity and outcome emotions to better understand their relationships with achievement goals.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142045646","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":"Meta-analysis of Interventions for Monitoring Accuracy in Problem Solving","authors":"Noortje Janssen, Ard W. Lazonder","doi":"10.1007/s10648-024-09936-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09936-4","url":null,"abstract":"<p>Accurate monitoring of performance in problem-solving tasks is an important prerequisite for students’ future academic success. A wide variety of interventions aiming to enhance students’ monitoring accuracy have been developed, but their effectiveness is not apparent from the individual studies in which they have been examined. This meta-analysis classified these interventions in terms of how they target students’ monitoring and investigated their relative effectiveness to improve monitoring accuracy in problem-solving tasks. Findings across the 35 included studies indicated that all interventions combined have a small positive effect on students’ monitoring accuracy (<i>g</i> = 0.25). Intervention type moderated the findings. Interventions on the whole task, metacognitive knowledge, and external standards improved monitoring accuracy. On the other hand, interventions targeting the timing of metacognitive judgment negatively impacted monitoring accuracy and significantly differed from all other interventions. Exploratory moderator analyses of study features indicated that secondary school students benefited least from the interventions compared to primary school students and adults, laboratory studies showed larger effects than classroom studies, and interventions were more effective for retrospective confidence judgments than for judgments of learning. For educational practice, interventions targeting the whole task, metacognitive knowledge, and external standards are recommended, while reconsideration and possibly discontinuation of timing interventions is needed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021853","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":"The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review","authors":"Laura Dörrenbächer-Ulrich, Marius Bregulla","doi":"10.1007/s10648-024-09932-8","DOIUrl":"https://doi.org/10.1007/s10648-024-09932-8","url":null,"abstract":"<p>Self-regulated learning (SRL) and executive functions (EF) are broad concepts stemming from different research areas. They have been defined and modeled in various ways and are repeatedly related to each other in the literature, but so far, no systematic analyses of these relations have been published. Therefore, a systematic analysis of their relationships described in the literature was conducted. Nineteen studies were synthesized concerning different categories (age groups, measurement methods, role of metacognition, relation to achievement, and longitudinal/intervention studies). In general, primarily low to moderate correlational relationships between SRL and EF were reported, with no detectable pattern depending on the age group. Measurement methods used to capture SRL and EF seem to influence the size of the correlations, with indirect measures correlating higher than direct/indirect measures. In addition, there is evidence that metacognition mediates the relationship between EF and SRL. In general, the notion that EF predicts SRL but not vice versa is supported. Following the systematic review, the results are critically discussed in the light of non-generalizable samples, measurement methods, and results interpretation issues. Suggestions for theory building and promising future research are given.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142022241","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":"Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023","authors":"Waseem Hassan, Amedee Marchand Martella, Daniel H. Robinson","doi":"10.1007/s10648-024-09938-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09938-2","url":null,"abstract":"<p>Over the past 30 years, several reviews have examined scholarly contributions of individual researchers and institutions in the field of educational psychology (Fong et al., Educational Psychology Review 34:2379–2403, 2022; Greenbaum et al., Educational Psychology Review 28:215–223, 2016; Hsieh et al., Contemporary Educational Psychology 29:333–343, 2004; Jones et al., Contemporary Educational Psychology 35:11–16, 2010; Smith et al., Contemporary Educational Psychology 23:173–181, 1998; Smith et al., Contemporary Educational Psychology 28:422–430, 2003). However, no reviews have specifically examined scholarly impact as measured by citations since (Walberg, Current Contents 22:5–14, 1990) did so over 34 years ago. The present review focused on the period from 1988 to 2023, identifying the most cited articles and authors since Walberg's study that focused on the period from 1966–1988. Whereas most of the previous reviews have been limited in terms of brief time periods (e.g., six years) and a small set of journals (e.g., five), our scope included 12 educational psychology journals across 36 years. The most cited article (over 9000 times) by (Ryan and Deci, Contemporary Educational Psychology 25:54–67, 2000) had more than twice as many citations as the second most cited article by (Pintrich and Groot, Journal of Educational Psychology 82:33–40, 1990). Most of the top 30 most cited articles, including four of the top five, addressed the topic of motivation. With regard to highly cited authors, the top five were John Sweller, Richard E. Mayer, Fred Paas, Richard M. Ryan, and Reinhard Pekrun. Several of the 30 most cited authors have never appeared in previous lists of most productive authors. Finally, keyword and cluster analyses revealed most popular topics and collaborative networks among many of the most cited authors that may partly explain their productivity. Examining article and author impact is an important complement to productivity when considering scholarly contributions to the field of educational psychology.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142013900","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}