Educational Psychology Review最新文献_第7页

Dynamic or Static Goal Regulation: Implications of Weak and Strong Bonds Between Autonomous/Controlled Reasons and Aims for Achievement Goal Striving 动态或静态目标调节：自主/受控原因与成就目标之间的弱联系和强联系对目标努力的影响

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-11-09 DOI: 10.1007/s10648-024-09968-w

Stefan Janke

{"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":"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.","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}

引用次数: 0

The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis 对教师幸福感的干预效果：三级元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-11-05 DOI: 10.1007/s10648-024-09966-y

Yingxiu Li, Xiang Wang, Junjun Chen, John Chi-Kin Lee, Zi Yan, Jian-Bin Li

{"title":"The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis","authors":"Yingxiu Li, Xiang Wang, Junjun Chen, John Chi-Kin Lee, Zi Yan, Jian-Bin Li","doi":"10.1007/s10648-024-09966-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09966-y","url":null,"abstract":"This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study. The results reported the mean effect size of intervention on teacher well-being was significant (g = 0.35). The study quality (F = 5.38, p < .01), intervention type (F = 3.03, p < .05), and intervention duration (F = 2.80, p < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (F = 2.91, p < .01). This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented. ","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"67 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142580112","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

Discovering Internal Validity Threats and Operational Concerns in Single-Case Experimental Designs Through Directed Acyclic Graphs 通过有向无环图发现单例实验设计中的内部有效性威胁和操作问题

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-11-04 DOI: 10.1007/s10648-024-09962-2

Garret J. Hall, Sophia Putzeys, Thomas R. Kratochwill, Joel R. Levin

{"title":"Discovering Internal Validity Threats and Operational Concerns in Single-Case Experimental Designs Through Directed Acyclic Graphs","authors":"Garret J. Hall, Sophia Putzeys, Thomas R. Kratochwill, Joel R. Levin","doi":"10.1007/s10648-024-09962-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09962-2","url":null,"abstract":"Single-case experimental designs (SCEDs) have a long history in clinical and educational disciplines. One underdeveloped area in advancing SCED design and analysis is understanding the process of how internal validity threats and operational concerns are avoided or mitigated. Two strategies to ameliorate such issues in SCED involve replication and randomization. Although replication and randomization are indispensable tools in improving the internal validity of SCEDs, little attention has been paid to (a) why this is the case; or (b) the ways in which these design features are not immune from internal validity threats and operational concerns. In the current paper, we describe the use of directed acyclic graphs (DAGs) to better understand, discover, and mitigate internal validity threats and operational concerns in SCEDs. DAGs are a tool for visualizing causal relations among variables and can help researchers identify both causal and noncausal relations among their variables according to specific algorithms. We introduce the use of DAGs in SCEDs to prompt applied researchers to conceptualize internal validity threats and operational concerns, even when an SCED includes replication and randomization in the design structure. We discuss the general principles of causal inference in conventional “group” designs and in SCEDs, the unique factors impacting SCEDs, and how DAGs can be incorporated into SCEDs. We also discuss the limitations of DAGs applied to SCEDs, as well as future directions for this area of work.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"7 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574407","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

Relationships Between Experiences of Autonomy and Well(Ill)-Being for K-12 Youth: A Meta-Analysis K-12 青少年自主体验与健康（疾病）之间的关系：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-31 DOI: 10.1007/s10648-024-09967-x

Amanda Vite, Erika A. Patall, Man Chen

{"title":"Relationships Between Experiences of Autonomy and Well(Ill)-Being for K-12 Youth: A Meta-Analysis","authors":"Amanda Vite, Erika A. Patall, Man Chen","doi":"10.1007/s10648-024-09967-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09967-x","url":null,"abstract":"Childhood and adolescence are pivotal developmental stages for psychological health. An understanding of psychological mechanisms related to well-being is important for promoting positive life outcomes for youth. Research generally shows that the basic psychological need for autonomy is significantly associated with well-being. To examine the magnitude and sources of variation in this relationship, we conducted a meta-analysis of 90 reports to analyze the average effect of autonomy need satisfaction (ANS) and frustration (ANF) on indicators of psychological well- and ill-being for K-12 (Kindergarten to 12th grade) youth. Results indicated that ANS was positively associated with psychological well-being and negatively associated with psychological ill-being among youth. Further, ANF was negatively associated with psychological well-being and positively associated with psychological ill-being. Moderator analyses indicated that the association between ANS and well-being was stronger for studies conducted with children and adolescents in East Asian countries compared to studies conducted in the USA, Canada, or Northern Europe when controlling for publication status and measurement reliability. Results also showed that the average correlation between ANS and well-being was stronger for studies located in more collectivistic countries compared to individualistic countries when controlling for publication status and measurement reliability. The relationship between ANS and ill-being was stronger for studies conducted in the USA and Canada compared to East Asian and European contexts. Together, results suggest that autonomy satisfaction is related to the well- and ill-being of youth across cultural contexts, but that there is cultural variation in the association between experiences of autonomy and well-being.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"131 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555988","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

Effectiveness of Unproctored vs. Teacher-Proctored Exams in Reducing Students’ Cheating: A Double-Blind Randomized Controlled Field Experimental Study 未经监考与教师监考对减少学生作弊的有效性：双盲随机对照现场实验研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-30 DOI: 10.1007/s10648-024-09965-z

Li Zhao, Junjie Peng, Shiqi Ke, Kang Lee

{"title":"Effectiveness of Unproctored vs. Teacher-Proctored Exams in Reducing Students’ Cheating: A Double-Blind Randomized Controlled Field Experimental Study","authors":"Li Zhao, Junjie Peng, Shiqi Ke, Kang Lee","doi":"10.1007/s10648-024-09965-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09965-z","url":null,"abstract":"Unproctored and teacher-proctored exams have been widely used to prevent cheating at many universities worldwide. However, no empirical studies have directly compared their effectiveness in promoting academic integrity in actual exams. To address this significant gap, in four preregistered field studies, we examined the effectiveness of unproctored and teacher-proctored exam formats in deterring cheating behavior among university students and the role of academic integrity reminders. All four studies used a double-blind, randomized, controlled design. Before taking an exam, students were randomly assigned to take either an unproctored condition or a teacher-proctored exam, with or without receiving an academic integrity reminder. We found that the unproctored exam format is significantly more effective in reducing cheating than the teacher-proctored exam format and adding academic integrity reminders before the exams significantly reduces cheating. These findings demonstrate that incorporating unproctored exams and pre-exam academic integrity reminders into a university’s assessment practices may be a useful strategy for reducing academic dishonesty and upholding assessment validity.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"15 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541699","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

Are Mathematics and Writing Skills Related? Evidence from Meta-Analysis 数学与写作技能相关吗？来自元分析的证据

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-28 DOI: 10.1007/s10648-024-09960-4

Young-Suk Grace Kim, Dandan Yang, Jinkyung Hwang

{"title":"Are Mathematics and Writing Skills Related? Evidence from Meta-Analysis","authors":"Young-Suk Grace Kim, Dandan Yang, Jinkyung Hwang","doi":"10.1007/s10648-024-09960-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09960-4","url":null,"abstract":"Writing and mathematics are essential in academic achievement. In the present study, we investigated whether writing skills and mathematics skills are related and if so, whether their relation is moderated by participants’ grade level (a proxy for developmental phase), subskills of mathematics and writing skills, and assessment characteristics (normed and standardized nature of mathematics and writing tasks, and reliability of mathematics and writing measures), using a meta-analysis. A total of 211 studies (k = 564, N = 1,207,983) met inclusion criteria. Overall, mathematics and writing were moderately related (r = .48). The overall magnitude of their relation differed as a function of grade level such that the relation was stronger for students in primary grade levels compared to those in university and above. When explored by higher order and lower order writing and mathematics skills and grade levels, lower order writing and mathematics (.59) and higher order writing and mathematics (.48) had substantial relations in primary grades, whereas higher order writing and mathematics were weakly related in adulthood (.25). The relation also differed by the reliability of mathematics tasks such that the magnitude was stronger for mathematics tasks with higher reliability. For writing, the relation was stronger for writing tasks that were normed and standardized compared to those that were not. These results confirm not only a mathematics–writing relation but also factors that influence this relation. Future work is warranted to investigate mechanisms of the relation and potential practical implications.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"126 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142519704","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 More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education 越多越好？对科学、技术、工程和数学教育中两种以上外部表征的益处进行系统回顾和元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-25 DOI: 10.1007/s10648-024-09958-y

Eva Rexigel, Jochen Kuhn, Sebastian Becker, Sarah Malone

{"title":"The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education","authors":"Eva Rexigel, Jochen Kuhn, Sebastian Becker, Sarah Malone","doi":"10.1007/s10648-024-09958-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09958-y","url":null,"abstract":"Over the last decades, a multitude of results in educational and psychological research have shown that the implementation of multiple external representations (MERs) in educational contexts represents a valuable tool for fostering learning and problem-solving skills. The context of science, technology, engineering, and mathematics (STEM) education has received great attention because it necessitates using various symbolic (e.g., text and formula) and graphical representations (e.g., pictures and graphs) to convey subject content. Research has mainly explored effects of combining two representations, but the potential benefits of integrating more than two representations on students’ learning remain underexplored. This gap limits our understanding of promising educational practices and restricts the development of effective teaching strategies catering to students’ cognitive needs. To close this gap, we conducted a systematic review of 46 studies and a meta-analysis that included 132 effect sizes to evaluate the effectiveness of using more than two representations in STEM education and to identify moderating factors influencing learning and problem-solving. A network diagram analysis revealed that the advantages of learning and problem-solving with MERs are also applicable to more than two representations. A subsequent meta-analysis revealed that the learning with more than two representations in STEM can have advantageous effects on students cognitive load (({text{Hedges}}{^prime}g =0.324,~p<.001,~95%~text{CI}~[0.164, 0.484])) and performance (({text{Hedges}}{^prime}g =0.118,~p<.001,~95%~text{CI}~[0.050, 0.185])) compared to learning with two representations without notable differences in learning time. The analysis of moderating factors revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"96 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490929","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

Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions 描绘动机氛围测量的模糊水域：过去的方法和未来的方向

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-23 DOI: 10.1007/s10648-024-09959-x

Cole D. Johnson, So Yeon Lee, Rachael Diamant, Kristy A. Robinson

{"title":"Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions","authors":"Cole D. Johnson, So Yeon Lee, Rachael Diamant, Kristy A. Robinson","doi":"10.1007/s10648-024-09959-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09959-x","url":null,"abstract":"Research on classroom motivational climates and microclimates—students’ shared and idiosyncratic perceptions of motivational classroom features—demonstrates their importance for fostering adaptive motivational and achievement-related outcomes. However, a lack of coherent theoretical guidance about the nature of students’ classroom climate perceptions has yielded numerous conceptualizations and measurement approaches for these processes. Further, although existing theories and conceptualizations vary in the specific motivational climate features they propose, considerable conceptual overlap exists among them. Working toward conceptual clarity, theoretical integration, and guidance for measurement, we performed a systematic review to identify prominent measurement trends in motivational climate research. Results revealed teacher autonomy support and classroom goal structures as the most frequently measured classroom climate qualities. We observed a wide variety of validity evidence for the measures; in particular, a low incidence of studies assessed the factor structure and considered the multilevel nature of climate data, with most treating climate perceptions as student-level phenomena. In addition to providing a much-needed guide of existing measurement practices, this systematic review lays a foundation for the continued theoretical advancement of motivational climate. We call for more rigorous reporting of validity evidence, rationales for measure selection, and the underlying assumptions guiding measure selection when conducting classroom climate research, as well as focused development of instruments targeting less-frequently measured climate constructs.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"234 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487524","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

Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review 教师对欺凌的态度和干预措施：系统和元分析综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-22 DOI: 10.1007/s10648-024-09951-5

Molly Dawes, Sarah T. Malamut, Hannah Guess, Emily Lohrbach

{"title":"Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review","authors":"Molly Dawes, Sarah T. Malamut, Hannah Guess, Emily Lohrbach","doi":"10.1007/s10648-024-09951-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09951-5","url":null,"abstract":"Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers’ antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers’ professional development to target bullying attitudes are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486944","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

Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research 教师对口头阅读的反馈：对其效果的批判性评论以及理论在研究中的应用

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-18 DOI: 10.1007/s10648-024-09957-z

Karianne Megard Grønli, Bente Rigmor Walgermo, Erin M. McTigue, Per Henning Uppstad

{"title":"Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research","authors":"Karianne Megard Grønli, Bente Rigmor Walgermo, Erin M. McTigue, Per Henning Uppstad","doi":"10.1007/s10648-024-09957-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09957-z","url":null,"abstract":"Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"11 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448679","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