Educational Psychology Review最新文献_第9页

The Personalized Learning by Interest Effect on Interest, Cognitive Load, Retention, and Transfer: A Meta-Analysis 个性化兴趣学习对兴趣、认知负荷、保持和迁移的影响：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-15 DOI: 10.1007/s10648-024-09933-7

Lijia Lin, Xin Lin, Xiaofang Zhang, Paul Ginns

{"title":"The Personalized Learning by Interest Effect on Interest, Cognitive Load, Retention, and Transfer: A Meta-Analysis","authors":"Lijia Lin, Xin Lin, Xiaofang Zhang, Paul Ginns","doi":"10.1007/s10648-024-09933-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09933-7","url":null,"abstract":"None of the existing reviews or meta-analyses have focused on personalized learning that accommodates learners’ interests. To address this issue, we conducted this meta-analysis to examine the effects of personalized learning by interest on self-reports of interest and cognitive load, retention, and transfer, as well as potential moderators of these effects. Based on 26 interest effect sizes (n = 5,335), 8 cognitive load effect sizes (n = 1,228), 46 retention effect sizes (n = 5,991), and 6 transfer effect sizes (n = 375) from 34 publications, our analysis revealed that a) personalized learning by interest had a medium-to-large effect on interest (g = 0.55), a medium-to-large effect on cognitive load (g = 0.54), a medium effect on retention (g = 0.48), and a medium effect on transfer (g = 0.36); b) the effect on interest was moderated by the diagnostic approach, grain size, and the domain, c) the effect on retention varied across learners from different continents, and d) the effect on retention was larger for quasi-experimental studies than experimental studies. Results are discussed in terms of their implications, limitations, and potential to inform future research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"26 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986512","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 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

Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions 控制-价值理论：从成就情绪到人类情绪的一般理论

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-08-02 DOI: 10.1007/s10648-024-09909-7

Reinhard Pekrun

{"title":"Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions","authors":"Reinhard Pekrun","doi":"10.1007/s10648-024-09909-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09909-7","url":null,"abstract":"In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s to early versions of the theory and the recent generalized control-value theory. I provide summaries of the theory’s evidence-based propositions on antecedents, outcomes, and regulation of emotions, including the fundamentally important role of control and value appraisals across different types of human emotions that are relevant to education (and beyond). The theory includes descriptive taxonomies of emotions as well as propositions explaining (a) the influence of individual factors, social environments, and socio-cultural contexts on emotions; (b) the effects of emotions on learning, performance, and health; (c) reciprocal causation linking emotions, outcomes, and antecedents; (d) ways to regulate emotions; and (e) strategies for intervention. Subsequently, I outline the relevance of the theory for educational practice, including individual and large-scale assessments of emotions; students’, teachers’, and parents’ understanding of emotions; and change of educational practices. In conclusion, I discuss strengths of the theory, open questions, and future directions.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"73 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877581","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

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

引用次数: 0