Educational Psychologist最新文献_第3页

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

The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased 威胁注入的群体间反馈模型:为什么，何时，以及如何对少数民族学习者的反馈是积极偏见的

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-02-22 DOI: 10.1080/00461520.2023.2170377

K. Harber

{"title":"The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased","authors":"K. Harber","doi":"10.1080/00461520.2023.2170377","DOIUrl":"https://doi.org/10.1080/00461520.2023.2170377","url":null,"abstract":"Abstract This article concerns the positive feedback bias, which occurs when White instructors supply selectively more praise and less criticism to ethnic minority learners relative to White learners. The positive bias is reliable and enduring and affects feedback to various ethnic groups in North America and in Europe. The model of threat-infused intergroup feedback (MOTIIF) is introduced to explain the positive bias. MOTIIF integrates research on feedback practices, interracial dynamics, self-image maintenance, and psychosocial resources to explain why and when the bias is expressed. According to MOTIIF the positive bias is driven mainly by racial anxiety, the concern of many White people that they will reveal self-compromising prejudices, to others or to themselves, when engaging with ethnic minority persons. Inflated praise and muted criticism to ethnic minority learners serve, per MOTIIF, to quell racial anxiety. The article reviews evidence of the positive bias and relates it to the MOTIIF framework. It also discusses how the positive bias can affect ethnic minority learners; how it diminishes their trust in feedback, erodes their self-esteem, increases their stress, and potentially, undermines their learning. The article draws on MOTIIF to consider potential solutions to the positive bias and to recommend future research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"42 1","pages":"162 - 177"},"PeriodicalIF":8.8,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86982998","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

Self-regulatory processes within and between diverse goals: The multiple goals regulation framework 不同目标内部和之间的自我调节过程:多目标调节框架

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-01-26 DOI: 10.1080/00461520.2022.2158828

Yeo-eun Kim, Shirley L. Yu, C. Wolters, Eric M. Anderman

{"title":"Self-regulatory processes within and between diverse goals: The multiple goals regulation framework","authors":"Yeo-eun Kim, Shirley L. Yu, C. Wolters, Eric M. Anderman","doi":"10.1080/00461520.2022.2158828","DOIUrl":"https://doi.org/10.1080/00461520.2022.2158828","url":null,"abstract":"Abstract As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the context of multiple goals. Hence, we developed the multiple goals regulation framework that reconceptualizes how students establish, pursue, and adapt an array of goals. We illustrate specific processes (e.g., goal prioritizing, goal shielding, goal switching) that students can engage in to self-regulate both within and between goals. The new framework contributes to the literature in three main ways. First, we challenge the traditional conceptualization of effective self-regulated learning that focuses on the persistent pursuit of a single academic goal without considering the interdependent nature of goals. Second, we facilitate a sustainable and adaptive cycle of self-regulatory processes by highlighting the importance of navigating and negotiating between multiple academic and nonacademic goals. Finally, our effort offers a more inclusive understanding of students’ lived experiences by acknowledging a diverse set of goals that are closely attached to their social and cultural identities.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"55 1","pages":"70 - 91"},"PeriodicalIF":8.8,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83731814","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: 6

Racisms of commission and omission in educational psychology: A historical analysis and systematic review 教育心理学中的委托与遗漏种族主义:历史分析与系统回顾

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-01-12 DOI: 10.1080/00461520.2022.2152031

Kamden K. Strunk, Carey E. Andrzejewski

{"title":"Racisms of commission and omission in educational psychology: A historical analysis and systematic review","authors":"Kamden K. Strunk, Carey E. Andrzejewski","doi":"10.1080/00461520.2022.2152031","DOIUrl":"https://doi.org/10.1080/00461520.2022.2152031","url":null,"abstract":"Abstract Educational psychology as a field and area of inquiry has gone underexamined in terms of its role in and contributions to racism and antiblackness. We position educational psychology as a racialized organization relative to the institution of education, a widely recognized site of institutionalized racism. We, therefore, explore the role the history, content, norms, and practices of educational psychology have played in creating and sustaining racial inequity in U.S. education. We draw attention to the racism of commission in the field’s origins by tracing the founding scholars’ white supremacist commitments and motives. Using a systematic review, we then describe the contemporary complicity of the field in sustaining racism through the omission of Black lives, perspectives, and scholarship in teaching, research, and publishing. In doing so, we demonstrate that educational psychology, by and large, fails to engage with its racist history and roots and its modern entanglements. The field also has not taken up questions of racism in educational psychology research in engaged and central ways. We conclude with a call for educational psychologists to turn toward critical frameworks, to center equity and justice in their work, and to honestly and intentionally grapple with our collective racist history.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"45 1","pages":"57 - 69"},"PeriodicalIF":8.8,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87134074","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: 5

“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research “对未来的反馈”:在反馈研究中推进动机和情感的观点

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-01-03 DOI: 10.1080/00461520.2022.2134135

Carlton J. Fong, D. Schallert

引用次数: 10

A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving. 从发展的角度看反馈：纠正性反馈如何影响儿童的读写能力、数学能力和解决问题的能力。

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2023-01-01 Epub Date: 2022-09-07 DOI: 10.1080/00461520.2022.2108426

Emily R Fyfe, Giulia Borriello, Megan Merrick

{"title":"A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving.","authors":"Emily R Fyfe, Giulia Borriello, Megan Merrick","doi":"10.1080/00461520.2022.2108426","DOIUrl":"10.1080/00461520.2022.2108426","url":null,"abstract":"Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"58 3","pages":"130-145"},"PeriodicalIF":8.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10373990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10294631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4