Educational Psychology Review最新文献_第7页

A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems 成就目标与内化问题之间关系的元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-16 DOI: 10.1007/s10648-024-09943-5

Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă

{"title":"A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems","authors":"Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă","doi":"10.1007/s10648-024-09943-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09943-5","url":null,"abstract":"This systematic meta-analytic review investigated the relations between achievement goals and internalizing symptoms and disorders, namely, anxiety and depression. The number of samples for each focal relationship ranged from 3 to 36. The results indicated significant effect sizes for the relations between mastery-approach goals and anxiety (r = − .10) and depression (r = − .18), as well as performance-avoidance goals and anxiety (r = .25) and depression (r = .16). A significant effect size was also found for the relation between performance-approach goals and anxiety (r = .15), and a non-significant effect size was observed for the relation between performance-approach goals and depression (r = .05). Mastery-avoidance goals were not significantly related to either anxiety (r = .08) or depression (r = − .13). Several moderators representing the conceptualization of achievement goals (e.g., theoretical model), sample characteristics (e.g., education level), and methodology- and publication-based characteristics (e.g., year of publication) were significant, and suggested avenues for future research. These findings herein have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"19 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235377","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

What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews 关于 K-5 多语种学习者的科学阅读研究有什么发现？系统综述的系统综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-12 DOI: 10.1007/s10648-024-09942-6

Jonathan M. Kittle, Steven J. Amendum, Christina M. Budde

引用次数: 0

Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model 评价即创造：四C模型中对创造力的自我和社会评价

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-12 DOI: 10.1007/s10648-024-09947-1

Denis Dumas, James C. Kaufman

{"title":"Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model","authors":"Denis Dumas, James C. Kaufman","doi":"10.1007/s10648-024-09947-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09947-1","url":null,"abstract":"Who should evaluate the originality and task-appropriateness of a given idea has been a perennial debate among psychologists of creativity. Here, we argue that the most relevant evaluator of a given idea depends crucially on the level of expertise of the person who generated it. To build this argument, we draw on two complimentary theoretical perspectives. The model of domain learning (MDL) suggests that, for novices in a domain, creativity is by-necessity self-referenced, but as expertise develops, more socially referenced creativity is possible. Relatedly, the four-C model posits four forms of creativity that fall along a continuum of social impact: mini-c, little-c, Pro-c, and Big-C. We show that the MDL implies a learning trajectory that connects the four Cs because, as socially referenced creativity develops, greater societal impact becomes available to a creator. Then, we describe four sources of evaluations that become relevant as an individual learns: judgments from the creators themselves, their local community, consumers of the idea, and finally, critics in the domain. We suggest that creators’ judgments are of essential importance for mini-c, community judgments are paramount for little-c, Pro-c requires either positive evaluations from consumers or critics, and Big-C requires both consumers and critics to evaluate an idea positively for an extended time. We identify key insights and imperatives for the field: aligning our measures (both human and AI scored) with the most relevant evaluations of ideas to support the reliability and validity of our measurements, using evaluations as feedback for learners to support the development of creative metacognition, and the importance of considering domain differences when evaluating ideas.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"10 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171366","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

Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis 青少年情绪调节与学业倦怠：定量元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-10 DOI: 10.1007/s10648-024-09930-w

Ioana Alexandra Iuga, Oana Alexandra David

{"title":"Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis","authors":"Ioana Alexandra Iuga, Oana Alexandra David","doi":"10.1007/s10648-024-09930-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09930-w","url":null,"abstract":"Emotion regulation (ER) represents an important factor in youth’s academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths’ academic achievement, but can also serve as a protective factor against academic burnout. The relationship between ER and academic burnout is complex and varies across studies. This meta-analysis examines the connection between ER strategies and student burnout, considering a series of influencing factors. Data analysis involved a random effects meta-analytic approach, assessing heterogeneity and employing multiple methods to address publication bias, along with meta-regression for continuous moderating variables (quality, female percentage and mean age) and subgroup analyses for categorical moderating variables (sample grade level). According to our findings, adaptive ER strategies are negatively associated with overall burnout scores, whereas ER difficulties are positively associated with burnout and its dimensions, comprising emotional exhaustion, cynicism, and lack of efficacy. These results suggest the nuanced role of ER in psychopathology and well-being. We also identified moderating factors such as mean age, grade level and gender composition of the sample in shaping these associations. This study highlights the need for the expansion of the body of literature concerning ER and academic burnout, that would allow for particularized analyses, along with context-specific ER research and consistent measurement approaches in understanding academic burnout. Despite methodological limitations, our findings contribute to a deeper understanding of ER's intricate relationship with student burnout, guiding future research in this field.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"52 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166351","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

How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples 从工作实例中学习认知技能时，如何优化自我评估的准确性

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-07 DOI: 10.1007/s10648-024-09944-4

Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl

{"title":"How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples","authors":"Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl","doi":"10.1007/s10648-024-09944-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09944-4","url":null,"abstract":"The present study was designed to understand and optimize self-assessment accuracy in cognitive skill acquisition through example-based learning. We focused on the initial problem-solving phase, which follows after studying worked examples. At the end of this phase, it is important that learners are aware whether they have already understood the solution procedure. In Experiment 1, we tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation-based cues (ability to explain the problems’ solutions) or from performance-based cues (problem-solving performance) and on whether learners were informed about the to-be-monitored cue before or only after the problem-solving phase. We found that performance-based cues resulted in better self-assessment accuracy and that informing learners about the to-be-monitored cue before problem-solving enhanced self-assessment accuracy. In Experiment 2, we again tested whether self-assessment accuracy depended on whether learners were prompted to infer their self-assessments from explanation- or performance-based cues. We furthermore varied whether learners received instruction on criteria for interpreting the cues and whether learners were prompted to self-explain during problem-solving. When learners received no further instructional support, like in Experiment 1, performance-based cues yielded better self-assessment accuracy. Only when learners who were prompted to infer their self-assessments from explanation-based cues received both cue criteria instruction and prompts to engage in self-explaining during problem-solving did they show similar self-assessment accuracy as learners who utilized performance-based cues. Overall, we conclude that it is more efficient to prompt learners to monitor performance-based rather than explanation-based cues in the initial problem-solving phase.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"102 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142144211","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 Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis 语言学习情境中情感的动态性质：理论、方法与分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-07 DOI: 10.1007/s10648-024-09946-2

Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel

{"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":"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.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"48 1","pages":""},"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}

引用次数: 0

The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research 自我调节策略发展教学模式：有效的理论整合、推广、挑战和未来研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-07 DOI: 10.1007/s10648-024-09921-x

Karen R. Harris

{"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":"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.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"11 1","pages":""},"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}

引用次数: 0

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-02 DOI: 10.1007/s10648-024-09939-1

Alexander Skulmowski

引用次数: 0

Using DNA to Predict Education: a Meta-analytic Review 利用 DNA 预测教育：元分析综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-02 DOI: 10.1007/s10648-024-09928-4

Kirsty Wilding, Megan Wright, Sophie von Stumm

{"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":"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 (k = 20, n = 16, Ntotal = 314,757), a multilevel meta-analysis showed an association with polygenic scores of ρ = .27 (95% CI from .22 to .32). For educational achievement (k = 19, n = 10, Ntotal = 83,788), the association was ρ = .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 ρ = .29 (95% CI from .24 to .33) for educational attainment and ρ = .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.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"8 1","pages":""},"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}

引用次数: 0

Are Some People Generally More Creative Than Others? A Systematic Review of Fifty Years’ Research 某些人是否普遍比其他人更有创造力？五十年研究的系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-28 DOI: 10.1007/s10648-024-09926-6

Sébastien Miravete, André Tricot

{"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":"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 (n = 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.”","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"146 1","pages":""},"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}

引用次数: 0