Educational Psychology Review最新文献_第8页

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

The Effect of Playback Speed and Distractions on the Comprehension of Audio and Audio-Visual Materials 播放速度和干扰因素对理解视听材料的影响

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-23 DOI: 10.1007/s10648-024-09917-7

Ashley Chen, Suchita E. Kumar, Rhea Varkhedi, Dillon H. Murphy

{"title":"The Effect of Playback Speed and Distractions on the Comprehension of Audio and Audio-Visual Materials","authors":"Ashley Chen, Suchita E. Kumar, Rhea Varkhedi, Dillon H. Murphy","doi":"10.1007/s10648-024-09917-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09917-7","url":null,"abstract":"In the modern age, we often consume content at faster than its normal speed. Prior research suggests that watching lecture videos at speeds up to 2x does not significantly affect performance, but the mechanisms by which comprehension is preserved at faster playback speeds are not fully understood. Therefore, we sought to investigate whether there is an effect of speed when the content is audio only, varies in modality (audio-only, audio-visual) and content (textual, pictorial), or is accompanied by distractions. In four experiments, we found that: (1) increasing playback speed to 2.5x speed did not impair test performance (though we still do not advise exceeding 2x speed); (2) having a visual aspect (i.e., presentation slides, instructor images) to learning can be advantageous, especially when processing information at faster speeds; (3) there was a small benefit of receiving textual over pictorial presentations, and the effect did not vary by speed; (4) computer-based distractions (i.e., phone calls, text messages, email notifications) did not impact performance at 1x or 2x speed. Hence, students are more adept at learning at faster speeds than conventional wisdom would suggest, even with distractions present, demonstrating intact comprehension at double the natural speed of to-be-learned material. Furthermore, multimedia presentations can help mitigate the negative costs of accelerated speeds, especially when information is processed by separate working memory components (i.e., narration in the auditory channel, text or pictures in the visual channel), which reduces cognitive load.\u0000","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"35 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755195","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

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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

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Seeking a Comprehensive Theory About the Development of Scientific Thinking 寻求科学思维发展的综合理论

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-05 DOI: 10.1007/s10648-024-09911-z

Doug Lombardi, Gale M. Sinatra, Janelle M. Bailey, Lucas P. Butler

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Teachers’ Humour Use in the Classroom: A Scoping Review 教师在课堂上使用幽默：范围审查

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-05 DOI: 10.1007/s10648-024-09913-x

Hannah L. Robinson, Sarah E. Rose, Jade M. Elliott, Romina A. Vivaldi

{"title":"Teachers’ Humour Use in the Classroom: A Scoping Review","authors":"Hannah L. Robinson, Sarah E. Rose, Jade M. Elliott, Romina A. Vivaldi","doi":"10.1007/s10648-024-09913-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09913-x","url":null,"abstract":"Teachers frequently use humour, but it is unclear how this affects the academic experiences and psychosocial development of students. There is sparsity in the literature regarding the impact of teachers’ humour on adolescent students. Teachers and the use of humour in the classroom have the potential to foster healthy development of social and academic skills during this key formative stage of maturation, but equally may be detrimental. This scoping review aimed to determine how and why teachers used humour in the classrooms of students aged 11-18, and the effect humour may have on students’ educational experiences. The Joanna Briggs methodological framework and PRISMA extension for Scoping Reviews checklist were used. The narrative synthesis generated six themes from 43 empirical papers. Many studies have considered humour as a single construct, reporting improved classroom management and students’ learning processes. However, other reports have suggested that humour use could lead to a loss of class control and for important information to be lost. Studies considering specific humour styles have identified affiliative humour as increasing engagement in deeper thinking. However, aggressive and course-related humour have reported mixed effects on educational experiences. This review identifies the humour styles and sub-styles reported in the sparse literature. It also highlights the lack of a comprehensive humour styles measure that adequately captures humour use and perceptions in teachers of adolescents and, importantly, how teachers’ humour is perceived by this population. Such a tool is vital to enable understanding of how teaching humour styles may directly affect adolescents’ educational experiences.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"5 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545967","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

Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis 自主动机和受控动机与成就的立方关系：利用响应面分析法对自我决定理论进行跨国验证

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-07-04 DOI: 10.1007/s10648-024-09905-x

Fernando Núñez-Regueiro

{"title":"Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis","authors":"Fernando Núñez-Regueiro","doi":"10.1007/s10648-024-09905-x","DOIUrl":"https://doi.org/10.1007/s10648-024-09905-x","url":null,"abstract":"Self-determination theory (SDT) proposes to explain the relations between motivational states and human development. In education, a central tenet of the theory is that experiencing autonomous motivation in school activities (i.e., genuine pleasure and enjoyment) fosters optimal learning processes, whereas experiencing controlled motivation (i.e., pressure from social or instrumental incentives) undermines them. Although the theory is well established empirically, little is known about how these motivations combine in their effects on achievement at school (interactions), and whether their effects depend on the intensity of motivations (nonlinearities) or on the context of study (national differences). Applying cubic response surface analysis to the TIMSS 2019 dataset on mathematics (N = 152,825 8th grade students from 37 countries), as well as replication data (N = 169,269 8th grade students from TIMSS 2015, N = 270 college students from SDT data), this study uncovers the existence of various kinds of nonlinear-interactive motivational processes in achievement, three of which systematically account for cross-national differences. In substance, these findings demonstrate that predictions based on SDT are close to universally true (93% of students), although they may not generalize well to extreme states of autonomous or controlled motivation (nonlinear and interactive processes). Implications for research and interventions on motivational processes are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"23 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141521935","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