Educational Psychology Review最新文献_第9页

Psychometric Properties of Statistics Anxiety Measures: A Systematic Review 统计焦虑测量的心理计量特性：系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-06-01 DOI: 10.1007/s10648-024-09897-8

Palmira Faraci, Gaia Azzurra Malluzzo

{"title":"Psychometric Properties of Statistics Anxiety Measures: A Systematic Review","authors":"Palmira Faraci, Gaia Azzurra Malluzzo","doi":"10.1007/s10648-024-09897-8","DOIUrl":"https://doi.org/10.1007/s10648-024-09897-8","url":null,"abstract":"The phenomenon of statistics anxiety, prevalent particularly among students engaged in non-mathematical disciplines such as the social sciences, has been linked to a multitude of detrimental outcomes. Over time, several instruments have been developed to measure this construct; however, a comprehensive analysis of these instruments and an adequate evaluation of their psychometric properties have been conspicuously absent. In an attempt to bridge this gap, we undertook a systematic review in accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines using PsycINFO, Scopus, Web of Science, MEDLINE, and PubMed. Our focus was on studies that were published in peer-reviewed English journals and reported a self-report measure of statistics anxiety. These included both original developments and further validations. We employed Skinner’s three-stage framework to assess the methodological quality of the instruments that were retrieved. Out of the 225 results that our search yielded, a mere 28 satisfied the inclusion criteria. The resulting papers reported on the psychometric properties of eight scales. The identified measures undoubtedly provide the potential of capturing some of the key features of the construct. However, our analyses unveiled certain psychometric limitations. Consequently, we advise researchers to either use the most psychometrically robust measures or conduct additional evaluations to ensure the accuracy of their results.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"40 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141185145","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 Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat 关于（预期）心理努力投资的动机视角：挑战与威胁的生物心理社会模型

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-23 DOI: 10.1007/s10648-024-09861-6

Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij

{"title":"A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat","authors":"Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij","doi":"10.1007/s10648-024-09861-6","DOIUrl":"https://doi.org/10.1007/s10648-024-09861-6","url":null,"abstract":"Research in cognitive load theory is increasingly recognizing the importance of motivational influences on students’ (willingness to invest) mental effort, in particular in the context of self-regulated learning. Consequently, next to addressing effects of instructional conditions and contexts on groups of learners, there is a need to start investigating individual differences in motivational variables. We propose here that the biopsychosocial model of challenge and threat may offer a useful model to study the motivational antecedents of (anticipated) mental effort. We also report four experiments as initial tests of these ideas, exploring how feedback valence affects students’ challenge/threat experiences, self-efficacy, and mental effort investment. The results showed that negative feedback leads participants to expect that they will have to invest significantly more effort in future problems than positive feedback (Experiments 1, 2, and 3) or no feedback (Experiment 3). Had we not considered the motivational variables in investigating the effect of feedback conditions on effort investment, we would not have known that this effect was fully mediated and thus explained by participants’ feelings of self-efficacy (Experiments 1/2) and threat (Experiment 1). We would also have concluded that feedback does not affect the willingness to invest effort in future problems (all four experiments), whereas actually, there were significant indirect effects of feedback on willingness to invest effort via challenge (in Experiments 1/2) and threat (in all experiments). Thus, our findings demonstrate the added value of considering challenge and threat motivational states to explain individual differences in effort investment.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"16 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141085330","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

Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering 破解 "鸡-蛋 "难题：并列学术自我概念和成就方向排序的同期和滞后互惠效应模型

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-21 DOI: 10.1007/s10648-024-09887-w

Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Oliver Lüdtke, Fernando Núñez-Regueiro

{"title":"Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering","authors":"Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Oliver Lüdtke, Fernando Núñez-Regueiro","doi":"10.1007/s10648-024-09887-w","DOIUrl":"https://doi.org/10.1007/s10648-024-09887-w","url":null,"abstract":"Multi-wave-cross-lagged-panel models (CLPMs) of directional ordering are a focus of much controversy in educational psychology and more generally. Extending traditional analyses, methodologists have recently argued for including random intercepts and lag2 effects between non-adjacent waves and giving more attention to controlling covariates. However, the related issues of appropriate time intervals between waves (lag1 intervals across waves) and the possibility of contemporaneous (lag0) effects within each wave are largely unresolved. Although philosophers, theologians, and scientists widely debate sequential (lagged) and simultaneous (lag0) theories of causality, CLPM researchers have mostly ignored contemporaneous effects, arguing causes must precede effects. In a substantive-methodological synergy, we integrated these issues and designed new structural equation models to reanalyze one of the strongest CLPM studies of academic self-concept (ASC) and achievement (five annuals of mathematics data; 3527 secondary school students). A taxonomy of models incorporating various combinations of lag0, lag1, and lag2 effects, random intercepts, and covariates consistently supported a priori reciprocal effect model (REM) predictions—medium or large reciprocal effects of ASC and achievement on each other. Consistent with self-concept theory, effects of ASC on achievement evolved over time (lag1, not lag0 effects), whereas effects of achievement on ASC effects were more contemporaneous (lag0, not lag1 effects). We argue that lag0 effects reflect proximal events occurring subsequent to the previous data wave, suggesting the need for shorter intervals but also leaving open the possibility of contemporaneous effects that are truly instantaneous. We discuss limitations and future directions but also note the broad applicability of our statistical models.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"41 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141079232","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

Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement 调查大学过渡时期的成功：影响学业成绩的个人风险和保护因素的系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-18 DOI: 10.1007/s10648-024-09891-0

Isabelle Ball, Moitree Banerjee, Andrew Holliman, Ian Tyndall

{"title":"Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement","authors":"Isabelle Ball, Moitree Banerjee, Andrew Holliman, Ian Tyndall","doi":"10.1007/s10648-024-09891-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09891-0","url":null,"abstract":"The transition to university is a time of great change and adjustment. The challenges of university life can lead to numerous negative consequences for the students. Despite the importance of successful transition for both the student and the university, the current body of literature comprises methodological inconsistencies and disparate analytical goals that make it difficult to identify the most salient and effective factors that help predict transition success. This paper presents a systematic review of research linking personal level risk and protective factors to the outcome of academic achievement among students making the transition to university. This is part of a larger review, following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Synthesis Without Meta-analysis (SWiM) guidelines, preregistered on the International Prospective Register of Systematic Reviews (PROSPERO, CRD42022330515), searching PsychInfo, Web of Science, and ERIC databases. Records were included if they studied ‘traditional’ first year students transitioning to university and were longitudinal in design and excluded if they looked at specific subgroups of students (e.g. international students). The search yielded 27 articles that were eligible, highlighting a broad range of salient factors ranging from personality traits to procrastination and perfectionism. The findings are discussed in relation to moving the research forward towards an intervention to enhance the probability of successful student transition to university.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"30 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961554","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 Interplay of Cognitive Load, Learners’ Resources and Self-regulation 认知负荷、学习者资源和自我调节的相互作用

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-10 DOI: 10.1007/s10648-024-09890-1

Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer

{"title":"The Interplay of Cognitive Load, Learners’ Resources and Self-regulation","authors":"Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer","doi":"10.1007/s10648-024-09890-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09890-1","url":null,"abstract":"Self-regulated learning depends on task difficulty and on learners’ resources and cognitive load, as described by an inverted U-shaped relationship in Seufert’s (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only at moderate task difficulty do learners regulate, as resources and load are in equilibrium. The purpose of this study is to validate this model, i.e., the inverted U-shaped relationship between task difficulty and self-regulatory activities, as well as learner resources and cognitive load as mediators. In the within-subject study, 67 participants reported their cognitive and metacognitive strategy use for four exams of varying difficulty. For each exam task difficulty, cognitive load, and available resources (such as prior knowledge, interest, etc.) were assessed. Multilevel analysis revealed an inverted U-shaped relationship between task difficulty and the use of cognitive strategies. For metacognitive strategies, only a linear relationship was found. Increasing cognitive load mediated these relationship patterns. For learner resources we found a competitive mediation, indicating that further mediators could be relevant. In future investigations a broader range of task difficulty should be examined.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"2 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140903290","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

Correlates of K-12 Students’ Intertextual Integration 幼儿园至十二年级学生跨文本整合的相关因素

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-07 DOI: 10.1007/s10648-024-09889-8

Daniel R. Espinas, Brennan W. Chandler

引用次数: 0

Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension 重新审视多媒体测试中的图片功能：系统叙事回顾与分类扩展

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-07 DOI: 10.1007/s10648-024-09883-0

Lauritz Schewior, Marlit Annalena Lindner

{"title":"Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension","authors":"Lauritz Schewior, Marlit Annalena Lindner","doi":"10.1007/s10648-024-09883-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09883-0","url":null,"abstract":"Studies have indicated that pictures in test items can impact item-solving performance, information processing (e.g., time on task) and metacognition as well as test-taking affect and motivation. The present review aims to better organize the existing and somewhat scattered research on multimedia effects in testing and problem solving while considering several potential moderators. We conducted a systematic literature search with liberal study inclusion criteria to cover the still young research field as broadly as possible. Due to the complexity and heterogeneity of the relevant studies, we present empirical findings in a narrative review style. Included studies were classified by four categories, coding the moderating function of the pictures investigated. The evaluation of 62 studies allowed for some tentative main conclusions: Decorative pictures did not appear to have a meaningful effect on test-taker performance, time on task, test-taking affect, and metacognition. Both representational and organizational pictures tended to increase performance. Representational pictures further seem to enhance test-taker enjoyment and response certainty. Regarding the contradictory effects of informational pictures on performance and time on task that we found across studies, more differentiated research is needed. Conclusions on other potential moderators at the item-level and test-taker level were often not possible due to the sparse data available. Future research should therefore increasingly incorporate potential moderators into experimental designs. Finally, we propose a simplification and extension of the functional picture taxonomy in multimedia testing, resulting in a simple hierarchical approach that incorporates several additional aspects for picture classification beyond its function.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"26 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875137","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

Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review 释放积极的力量：积极的教师如何从教学视频中获益--元分析评论

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-05-03 DOI: 10.1007/s10648-024-09859-0

Fangfang Zhu, Zhongling Pi, Jiumin Yang

{"title":"Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review","authors":"Fangfang Zhu, Zhongling Pi, Jiumin Yang","doi":"10.1007/s10648-024-09859-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09859-0","url":null,"abstract":"This meta-analysis explores the impact of positive instructors on learning from instructional videos. Both the contagion theory and the cognitive-affective theory of learning with media suggest that positive instructors can facilitate learning. This review analyzed 37 studies reporting various outcomes, including positive emotion, motivation, attention, cognitive load, learning experience, learning satisfaction, self-efficacy, and learning achievement. The overall findings revealed that positive instructors in instructional videos significantly enhanced learners’ positive emotion, motivation, learning experience, learning satisfaction, and learning achievement, and encouraged student attention to the instructor. However, no significant effect was found regarding attention paid to visual materials, cognitive load, and self-efficacy. A series of moderating effect analyses were also conducted. The results indicated that the impact of positive instructors is influenced by instructor characteristics and emotional expressions, as well as other factors independent of the instructors. These findings provide systematic evidence and practical insights for the design of effective instructional videos.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"42 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875138","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 Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis 假装游戏对幼儿社交能力的价值：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-25 DOI: 10.1007/s10648-024-09884-z

Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen

{"title":"The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis","authors":"Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen","doi":"10.1007/s10648-024-09884-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09884-z","url":null,"abstract":"According to Vygotsky’s cultural-historical activity theory, pretend play can be an important context for the development of children’s social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3–8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children’s age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"31 12 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651936","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

An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge 动机和学习的进化方法：区分生物初级知识和次级知识

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-04-18 DOI: 10.1007/s10648-024-09880-3

Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary

{"title":"An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge","authors":"Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary","doi":"10.1007/s10648-024-09880-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09880-3","url":null,"abstract":"The ubiquity of formal education in modern nations is often accompanied by an assumption that students’ motivation for learning is innate and self-sustaining. The latter is true for most children in domains (e.g., language) that are universal and have a deep evolutionary history, but this does not extend to learning in evolutionarily novel domains (e.g., mathematics). Learning in evolutionarily novel domains requires more cognitive effort and thus is less motivating. The current study tested the associated hypothesis that learning will feel easier and more motivating for evolutionarily relevant (e.g., “mother,” “food”) than evolutionarily novel (e.g., “computer,” “gravity”) word pairs and that a growth mindset emphasizing the importance of effort in learning might moderate this effect. Specifically, 144 adults were presented with 32 word pairs (half evolutionarily relevant and half evolutionarily novel) and were randomly assigned to a growth mindset or a control condition. Evolutionarily relevant words were better remembered than evolutionarily novel words (d = 0.65), and the learning was reported as more enjoyable (d = 0.49), more interesting (d = 0.38), as well as less difficult (d = − 0.96) and effortful (d = − 0.78). Although the growth mindset intervention fostered a mindset belief, compared to the control condition, it did not lead to improved recall performance or changes in motivational beliefs. These results are consistent with the prediction of higher motivation and better learning of evolutionarily relevant words and concepts than for evolutionarily novel words and concepts. Implications for future research and educational practice are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622910","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