Educational Psychologist最新文献_第3页

Influencing educational change through policy-engaged research 通过政策研究影响教育变革

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-10-09 DOI: 10.1080/00461520.2023.2249989

Sharon L. Nichols, David C. Berliner

引用次数: 3

Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform 将恐惧转化为严谨、爱、自由和快乐：基于标准的改革的新范式

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-10-09 DOI: 10.1080/00461520.2023.2250879

Akane Zusho, Revathy Kumar, Rhonda S. Bondie

引用次数: 4

Communally engaged educational psychology: A philosophy of engagement 社区参与教育心理学：一种参与哲学

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-10-09 DOI: 10.1080/00461520.2023.2250860

DeLeon L. Gray, Alexandra A. Lee, Brooke Harris-Thomas, Joanna N. Ali, Kia J. Allah

引用次数: 4

A framework for approaching policy-oriented educational psychology research 政策导向的教育心理学研究框架

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-10-09 DOI: 10.1080/00461520.2023.2253301

Avi Kaplan

引用次数: 3

How can educational psychology inform policy? 教育心理学如何为政策提供信息？

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-10-09 DOI: 10.1080/00461520.2023.2253297

Francesca López

引用次数: 1

The antiracist educator’s journey and the psychology of critical consciousness development: a new roadmap 反种族主义教育家的历程与批判意识发展的心理学:一个新的路线图

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-08-16 DOI: 10.1080/00461520.2023.2243329

Jose H. Vargas, C. Saetermoe

引用次数: 0

Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory 走向反馈研究的范式转变:受自我调节学习理论影响的五个进一步步骤

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-07-03 DOI: 10.1080/00461520.2023.2223642

E. Panadero

{"title":"Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory","authors":"E. Panadero","doi":"10.1080/00461520.2023.2223642","DOIUrl":"https://doi.org/10.1080/00461520.2023.2223642","url":null,"abstract":"Abstract As the articles in this special issue on “Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback” have shown, feedback is a key factor in education. Although there exists a substantial body of research on the topic, it is imperative to continue advancing the field. My aim is to outline five steps to solidify the potential paradigm shift that the feedback field may already be experiencing, while incorporating the insights gleaned from the articles within this special issue. Firstly, there is a need to develop new models that thoroughly explore and operationalize the intricacies of the feedback phenomenon. Secondly, it is essential to conceptualize feedback as a dynamic process and collect data that directly investigates this process. Thirdly, it would be advantageous to leverage insights from the self-regulated learning field, which has made significant strides in advancing measurement methods applicable to feedback research. Fourthly, employing multimodal methods can enrich our comprehension of the multifaceted nature of the feedback process. Lastly, placing the feedback agent at the core of the feedback process, with particular attention to individual differences, is of utmost importance.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"37 1","pages":"193 - 204"},"PeriodicalIF":8.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88390560","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: 2

Toward a cohesive psychological science of effective feedback 走向有效反馈的凝聚力心理科学

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-07-03 DOI: 10.1080/00461520.2023.2224444

N. Winstone, Robert A. Nash

{"title":"Toward a cohesive psychological science of effective feedback","authors":"N. Winstone, Robert A. Nash","doi":"10.1080/00461520.2023.2224444","DOIUrl":"https://doi.org/10.1080/00461520.2023.2224444","url":null,"abstract":"Abstract Empirical research on effective assessment feedback often falls short in demonstrating not just what works, but how and why. In this introduction to the special issue, ‘Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback,’ we first synthesize the recommendations from review papers on the topic of feedback published since 2010. In multiple respects this synthesis points to a clear wish among feedback researchers: for feedback research to become more scientific. Here we endorse that view, and propose a framework of research questions that a psychological science of feedback might seek to answer. Yet we—and the authors of the diverse papers in this special issue—also illustrate a wealth of scientific research and methods, and rigorous psychological theory, that already exist to inform understanding of effective feedback. One barrier to scientific progress is that this research and theory is heavily fragmented across disciplinary ‘silos’. The papers in this special issue, which represent disparate traditions of psychological research, provide complementary insights into the problems that rigorous feedback research must surmount. We argue that a cohesive psychological science of feedback requires better dialogue between the diverse subfields, and greater use of psychological methods, measures, and theories for informing evidence-based practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"41 1","pages":"111 - 129"},"PeriodicalIF":8.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88973437","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: 1

In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories 为心理测量辩护:对当代自我报告反馈量表的系统回顾

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-05-17 DOI: 10.1080/00461520.2023.2208670

Gavin T. L. Brown, An-Qi Zhao

{"title":"In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories","authors":"Gavin T. L. Brown, An-Qi Zhao","doi":"10.1080/00461520.2023.2208670","DOIUrl":"https://doi.org/10.1080/00461520.2023.2208670","url":null,"abstract":"Abstract How learners understand, respond to, and value educational feedback has been researched with self-report inventories, in which respondents provide insights into how they understand and claim to use feedback. The validity of learner self-reports depends on the credibility of the measures for both reliability and validity. A systematic search of Scopus for studies post-1999 found 42 studies using multiple indicators, multiple causes (MIMIC) psychometric methods to measure participants’ perceptions of feedback, giving evidence of internal structure and finding relationships with one or more of self-regulation, self-efficacy, or achievement emotions. A detailed analysis was conducted for ten inventories that had high-quality psychometric properties. Agreeing that feedback was useful and/or was used was positively associated with greater academic outcomes. However, only one inventory provided evidence related to independently measured behaviors. Important directions for further research are identified, including the use of strong psychometric methods, independent validation measures, replication samples, and behavioral measures.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"58 1","pages":"178 - 192"},"PeriodicalIF":8.8,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82286401","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: 4

Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates 动机气候理论:厘清课堂动机支持、气候和微气候的定义和作用

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-04-03 DOI: 10.1080/00461520.2023.2198011

Kristy A. Robinson

{"title":"Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates","authors":"Kristy A. Robinson","doi":"10.1080/00461520.2023.2198011","DOIUrl":"https://doi.org/10.1080/00461520.2023.2198011","url":null,"abstract":"Abstract The study of classroom processes that shape students’ motivational beliefs, although fruitful, has suffered from a lack of conceptual clarity in terminology, definitions, distinctions, and roles of these important processes. Synthesizing extant research and major theoretical perspectives on achievement motivation, I propose Motivational Climate Theory as a guide for future research efforts toward more accurate, systematic understanding of classroom motivational processes. As an initial organizing framework, three broad categories of classroom motivational processes are defined: motivational supports, consisting of speech, actions, and structures in a setting that are controllable by the people in that setting; motivational climate, defined as students’ shared perceptions of the motivational qualities of their classroom; and motivational microclimates, or students’ individual perceptions that differ from shared perceptions. Motivational support and climate’s key characteristics and mechanisms are described, followed by recommendations, future directions, and implications for research, practice, and policy.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"22 1","pages":"92 - 110"},"PeriodicalIF":8.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89201662","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: 8