Educational Psychology Review最新文献_第8页

A Systematic Review of Graduate Students’ Research Motivation: Themes, Theories, and Methodologies 研究生研究动机的系统回顾：主题、理论和方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-13 DOI: 10.1007/s10648-024-09924-8

Jiying Han, Yahui Wang

{"title":"A Systematic Review of Graduate Students’ Research Motivation: Themes, Theories, and Methodologies","authors":"Jiying Han, Yahui Wang","doi":"10.1007/s10648-024-09924-8","DOIUrl":"https://doi.org/10.1007/s10648-024-09924-8","url":null,"abstract":"This is a systematic review of empirical studies on graduate students’ research motivation, a key factor for improving their research performance. A total of 57 articles and conference papers between 1993 and 2023 were identified through the thorough search process and quality assessment, and their research categories and themes, theories, and methodologies were synthesized. Based on this review, a Graduate Students’ Research Motivation Model (GSRMM) was constructed, highlighting three main categories: antecedents, consequences, and mediating roles of graduate students’ research motivation. The results of the study showed that manipulable antecedents have been extensively explored, but immutable antecedents, consequences, and the mediating roles of research motivation remain underexplored. Self-efficacy theory emerged as the dominant framework in the existing studies. Quantitative research design by means of self-report questionnaires dominated the current studies, which warrants a move towards alternative research measurements. This comprehensive review provides a deeper understanding of graduate students’ research motivation and also suggests new avenues for further exploration in this field.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"52 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141980854","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

Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten 让身体参与提高字母知识和书写能力：法国幼儿园实验研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-13 DOI: 10.1007/s10648-024-09923-9

Fernando Núñez-Regueiro, Natacha Boissicat, Fanny Gimbert, Céline Pobel-Burtin, Marie-Caroline Croset, Marie-Line Bosse, Cécile Nurra

{"title":"Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten","authors":"Fernando Núñez-Regueiro, Natacha Boissicat, Fanny Gimbert, Céline Pobel-Burtin, Marie-Caroline Croset, Marie-Line Bosse, Cécile Nurra","doi":"10.1007/s10648-024-09923-9","DOIUrl":"https://doi.org/10.1007/s10648-024-09923-9","url":null,"abstract":"Research suggests that providing children with activities that involve using their bodies to form the shapes of letters can help them acquire pre-reading skills. Little is known, however, as to the extent to which such embodied learning interventions are superior to more traditional pencil-and-paper activities, which of specific arm or body movements are most effective, and whether this approach compensates or exacerbates the learning gap between high- and low-skilled pre-readers. Using a preregistered randomized-controlled experiment (N = 160 kindergarten students, M = 5.18 years, 54% girls), the present study assessed the educational effects of 6-week-long training sessions with increasing degrees of bodily movement integration (pencil-and-paper training vs. arm training vs. arm-body training) on five measures of letter knowledge and script. Aligning with theories of embodied cognition and cognitive load in instructional designs, results showed that integrating arm movement exercises into handwriting training bore the greatest acquisitions in pre-reading skills overall and were most beneficial to students with initially low pre-reading skills (compensatory effect against learning inequalities). Implications are drawn on the need to consolidate and replicate present findings, while highlighting their potential for supporting educational effectiveness and equity in kindergarten.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"17 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141974310","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 Association Between Parent–Child Attachment and Academic Adjustment: A Multilevel Meta-Analysis 亲子依恋与学业适应之间的关系：多层次元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-12 DOI: 10.1007/s10648-024-09920-y

Yan Yang, Song Li, Fang Xie, Xu Chen

{"title":"The Association Between Parent–Child Attachment and Academic Adjustment: A Multilevel Meta-Analysis","authors":"Yan Yang, Song Li, Fang Xie, Xu Chen","doi":"10.1007/s10648-024-09920-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09920-y","url":null,"abstract":"Academic adjustment is an important task for students, traditionally encompassing three major constructs: academic motivation (e.g., academic self-efficacy), engagement (e.g., persistence with schoolwork), and achievement (e.g., grade point average). Although theoretical links between parent–child attachment and academic adjustment have been proposed, comprehensive meta-analyses investigating this relationship are lacking. To achieve a more thorough understanding, we incorporated data from children and adolescents, considering both categorical and continuous attachment measures. Through a series of multilevel meta-analyses, we examined the magnitude of the relationship between parent–child attachment and academic achievement, motivation, and engagement. We retrieved 178 effect sizes from 45 studies assessing 47 independent samples (53,619 students) through a systematic literature search. The key findings are as follows: attachment security was positively related to academic achievement (r = .132), while attachment insecurity, whether avoidant (r = − .154) or anxious (r = − .081) attachment, was negatively associated with academic achievement. Moreover, attachment security was positively related to motivation (r = .161) and engagement (r = .229). Notably, the type of attachment measures moderated the association between attachment security and academic achievement. In addition, gender was found to moderate the association between attachment security and academic motivation. Our findings are crucial for understanding the association between parent–child attachment and academic adjustment.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"376 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141974311","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

A Meta-Analysis on Teachers’ Growth Mindset 关于教师成长心态的元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-08 DOI: 10.1007/s10648-024-09925-7

Lisa Bardach, Keiko C. P. Bostwick, Tim Fütterer, Myriel Kopatz, Daniel Memarpour Hobbi, Robert M. Klassen, Jakob Pietschnig

{"title":"A Meta-Analysis on Teachers’ Growth Mindset","authors":"Lisa Bardach, Keiko C. P. Bostwick, Tim Fütterer, Myriel Kopatz, Daniel Memarpour Hobbi, Robert M. Klassen, Jakob Pietschnig","doi":"10.1007/s10648-024-09925-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09925-7","url":null,"abstract":"The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes.\u0000","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"20 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141904510","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

Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology 维度比较理论十年：论教育心理学理论的发展

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-31 DOI: 10.1007/s10648-024-09918-6

Jens Möller

{"title":"Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology","authors":"Jens Möller","doi":"10.1007/s10648-024-09918-6","DOIUrl":"https://doi.org/10.1007/s10648-024-09918-6","url":null,"abstract":"Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544–560), first formulated 10 years ago, describes individuals’ internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students’ verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts.This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857886","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 association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies 初始元认知与后续学业成绩之间的关系：纵向研究的元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-31 DOI: 10.1007/s10648-024-09922-w

Guohao He, Songshan Chen, Hongyi Lin, Aoxue Su

{"title":"The association between initial metacognition and subsequent academic achievement: a meta-analysis of longitudinal studies","authors":"Guohao He, Songshan Chen, Hongyi Lin, Aoxue Su","doi":"10.1007/s10648-024-09922-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09922-w","url":null,"abstract":"In the present meta-analysis, we systematically examined the association between students’ initial level of metacognition and their academic achievement at least three months later. Using multilevel meta-analysis as well as meta-analytic structural equation modelling, we analysed data from 71,171 students provided by 28 independent studies. The findings indicated a positive relationship between initial metacognition and subsequent academic achievement (r = .22, 95% CI = [0.18, 0.33], p < .001). Meanwhile, age, gender, time lag, educational stage, culture, and the composition and measurement of metacognition were considered as potential moderating variables. Moreover, while previous research has typically viewed high levels of academic achievement as a consequence of high levels of metacognition, the self-determination theory (SDT) suggests that high levels of academic achievement may also be an antecedent of high levels of metacognition. Therefore, we conducted cross-lagged panel analyses, and after accounting for autoregressive effects, the results showed that students’ initial academic achievement was also a significant positive predictor of subsequent metacognitive levels. Finally, theoretical and practical implications are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"45 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857846","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

Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis 打字笔记与手写笔记和大学生成绩：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-12 DOI: 10.1007/s10648-024-09914-w

Abraham E. Flanigan, Jordan Wheeler, Tiphaine Colliot, Junrong Lu, Kenneth A. Kiewra

引用次数: 0

The Associations Between Discrete Emotions and Political Learning: A Cross-Disciplinary Systematic Review and Meta-Analysis 离散情绪与政治学习之间的关联：跨学科系统回顾与元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-10 DOI: 10.1007/s10648-024-09893-y

Elisabeth Graf, Johanna L. Donath, Elouise Botes, Martin Voracek, Thomas Goetz

{"title":"The Associations Between Discrete Emotions and Political Learning: A Cross-Disciplinary Systematic Review and Meta-Analysis","authors":"Elisabeth Graf, Johanna L. Donath, Elouise Botes, Martin Voracek, Thomas Goetz","doi":"10.1007/s10648-024-09893-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09893-y","url":null,"abstract":"In recent decades, researchers’ interest in the role of emotions in individual political learning has grown. However, it is still unclear whether and how discrete emotions are associated with political learning. Through a cross-disciplinary systematic review and multilevel meta-analysis, we reviewed which discrete emotions have been analyzed in the context of political learning so far and meta-analytically synthesized how these emotions relate to political learning. We addressed this question by synthesizing associations between discrete emotions and various aspects of learning about political matters, such as political attention, information seeking, discussions, knowledge, and knowledge gain. The final dataset included 66 publications with 486 effect sizes, involving more than 100,000 participants. Most of the effect sizes were based on negative-activating emotions (65%; mainly anxiety, 32%, and anger, 19%) and positive-activating emotions (32%; mainly enthusiasm, 15%), while studies on positive-deactivating emotions (e.g., contentment) and negative-deactivating emotions (e.g., sadness) are largely lacking. We uncovered small positive associations (r = .05 to .13) for activating emotions, of both negative (especially anger) and positive valence (e.g., enthusiasm, only in cross-sectional designs), but no associations for negative-deactivating emotions. We discuss theoretical implications and recommend future research to include previously unconsidered emotions in order to extend existing findings.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"103 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141584214","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

Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education 刺激即思考：对作为全纳教育认识资源的自我刺激行为的批判性再评价

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-09 DOI: 10.1007/s10648-024-09904-y

Sofia Tancredi, Dor Abrahamson

{"title":"Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education","authors":"Sofia Tancredi, Dor Abrahamson","doi":"10.1007/s10648-024-09904-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09904-y","url":null,"abstract":"Peripheral sensorimotor stimming activity, such as rocking and fidgeting, is widely considered irrelevant to and even distracting from learning. In this critical-pedagogy conceptual paper, we argue that stimming is an intrinsic part of adaptive functioning, interaction, and cognitive dynamics. We submit that when cultural resources build from students’ own sensorimotor dynamics, rather than subjugating them to hegemonic corporeal norms, learners’ intrinsic sensorimotor behaviors may be embraced and empowered as mental activity. This call for transformative inclusive pedagogy is of particular importance for neurodivergent children whose sensorimotor engagements have historically been ostracized as disruptive. Following a conceptual analysis of stimming that builds on a range of neuro-cognitive empirical studies drawing on post-cognitivist embodied cognition theory, we imagine inclusive educational futures that disrupt sedentary instructional design to elevate minoritized learners’ sensorimotor activity. As proof of concept, we present an example inclusive embodied activity, balance board math, a pedagogical tool designed to elicit stimming as thinking. We propose a set of design heuristics for realizing stimming’s pedagogical potential.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"12 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141561564","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

Meeting John Bransford 会见约翰-布兰福德

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-06 DOI: 10.1007/s10648-024-09912-y

Sashank Varma

引用次数: 0