Educational Psychologist最新文献_第4页

What is the role of race in educational psychology? A review of research in Educational Psychologist 种族在教育心理学中的作用是什么?《教育心理学家》研究综述

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-12-08 DOI: 10.1080/00461520.2022.2137804

Revathy Kumar, Jessica DeCuir-Gunby

{"title":"What is the role of race in educational psychology? A review of research in Educational Psychologist","authors":"Revathy Kumar, Jessica DeCuir-Gunby","doi":"10.1080/00461520.2022.2137804","DOIUrl":"https://doi.org/10.1080/00461520.2022.2137804","url":null,"abstract":"Abstract Acknowledging that educational psychologists should be deliberate in integrating race-related issues in their research, we aim to examine the extent to which articles published in Educational Psychologist issues to date have done so. Based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3.2% of all articles published from 1963 to 2022) met the selection criteria, with twelve of these appearing in special issues devoted specifically to race and ethnicity. Review and analyses demonstrated that the articles addressed four major themes, namely: evolving conceptualization of race, ethnicity, and culture; psychological processes; cultural, contextual, and structural factors; and methodology. From 1990 to 2022 there was and is a growing awareness for greater conceptual clarity in defining race and race-related constructs. During this time period, articles reviewed suggest a growing realization of the need to take a more situated perspective and to utilize a broader repertoire of research methods in educational psychology research. No specific trends were observed across articles in the psychological issues discussed in Educational Psychologist. We conclude with recommendations for enabling the journal and the field to become more race-focused for promoting anti-racist education.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"58 1","pages":"1 - 17"},"PeriodicalIF":8.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79975911","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

An integrated model of learning from errors 从错误中学习的综合模式

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-12-07 DOI: 10.1080/00461520.2022.2149525

Qian Zhang, Logan Fiorella

引用次数: 3

A systematic review of orthographic learning via self-teaching 通过自学学习正字法的系统回顾

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-11-30 DOI: 10.1080/00461520.2022.2137673

Yixun Li, Min Wang

{"title":"A systematic review of orthographic learning via self-teaching","authors":"Yixun Li, Min Wang","doi":"10.1080/00461520.2022.2137673","DOIUrl":"https://doi.org/10.1080/00461520.2022.2137673","url":null,"abstract":"Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis concerning written word learning among young children. To advance the Self-Teaching Hypothesis with existing empirical evidence, methodologies and critical findings on the roles of phonological recoding, context, and word property are reviewed and analyzed systematically across target languages and types of learners. Sixty-two experimental studies from 45 articles (1995–2022) were included in the current analysis. Ample discrepancies in methodologies exist across studies. Across writing systems, language-specific word properties affect children’s self-teaching outcomes, yet evidence consistently suggests that the presence of phonological recoding supports self-teaching. Enhanced phonological recoding improves orthographic learning, whereas reduced phonological recoding hinders orthographic learning. In contrast, findings on the effect of meaningful context are mixed. Our findings advance the original Self-Teaching Hypothesis, reveal the gaps in the self-teaching research, and point out new directions for future work. Our findings also inform educational practices for enhancing written word learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"35 - 56"},"PeriodicalIF":8.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88318833","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

Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions 黑人家庭的家庭教育作为父母参与的一种形式:对父母角色建构、效能和情感的关注

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-10-02 DOI: 10.1080/00461520.2022.2129648

Meca R. Williams-Johnson, Cheryl A. Fields-Smith

{"title":"Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions","authors":"Meca R. Williams-Johnson, Cheryl A. Fields-Smith","doi":"10.1080/00461520.2022.2129648","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129648","url":null,"abstract":"Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"4 1","pages":"252 - 266"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89274513","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: 3

Parental involvement in education: Toward a more inclusive understanding of parents’ role construction 父母参与教育:对父母角色建构的更包容的理解

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-10-02 DOI: 10.1080/00461520.2022.2129652

Nancy E. Hill

{"title":"Parental involvement in education: Toward a more inclusive understanding of parents’ role construction","authors":"Nancy E. Hill","doi":"10.1080/00461520.2022.2129652","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129652","url":null,"abstract":"Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents’ understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"46 1","pages":"309 - 314"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80605417","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

Parental role construction leading to parental involvement in culturally distinct communities 父母角色建构导致父母参与文化不同的社区

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-10-02 DOI: 10.1080/00461520.2022.2131554

Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass

{"title":"Parental role construction leading to parental involvement in culturally distinct communities","authors":"Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass","doi":"10.1080/00461520.2022.2131554","DOIUrl":"https://doi.org/10.1080/00461520.2022.2131554","url":null,"abstract":"Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model of parental involvement and more specifically the psychological construct of parental role construction. Special attention is given to sociodemographic and cultural differences that influence parent involvement in an increasingly diverse school population that offers a collective counter narrative to deficit approaches of parental involvement. The ideas and methods shared within the articles are also situated within other trends in parent involvement practices that include parents’ role in supporting students’ positive development, self-sufficiency in their academic learning and future decision-making, as well as how parents view their role amidst the increasing use of digital tools for at-home learning. Each article within the special issue considers the complexities of the context, alignment to parental role construction and involvement, and new trends and directions for research on parental involvement.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"42 1","pages":"231 - 237"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86550392","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: 3

Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood 青春期和成年初期父母参与的理论和实证研究的多样性和复杂性

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-10-02 DOI: 10.1080/00461520.2022.2129651

Aryn M. Dotterer

引用次数: 7

Parental involvement in supporting students’ digital learning 家长参与支持学生的数码学习

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-10-02 DOI: 10.1080/00461520.2022.2129647

Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove

{"title":"Parental involvement in supporting students’ digital learning","authors":"Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove","doi":"10.1080/00461520.2022.2129647","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129647","url":null,"abstract":"Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students’ digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents’ concerns as they support their children’s digital learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"65 1","pages":"281 - 294"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83083863","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: 7

A home-to-school approach for promoting culturally inclusive family–school partnership research and practice 促进文化包容的家庭-学校伙伴关系研究和实践的家到学校方法

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-08-23 DOI: 10.1080/00461520.2022.2070752

C. McWayne, G. Melzi, Jayanthi Mistry

{"title":"A home-to-school approach for promoting culturally inclusive family–school partnership research and practice","authors":"C. McWayne, G. Melzi, Jayanthi Mistry","doi":"10.1080/00461520.2022.2070752","DOIUrl":"https://doi.org/10.1080/00461520.2022.2070752","url":null,"abstract":"Abstract In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider’s understanding of how families themselves construct their roles in supporting children’s education. By doing so, the field can reimagine family–school partnerships that are inclusive of normative family practices across ethnoculturally diverse families and develop interventions that build on cultural heritage, community strengths, and families’ funds of knowledge. In this article, a home-to-school, strengths-based conceptualization of family engagement that challenges deficit-based and school-centric orientations toward families is described. Evidence from three innovative research projects will be discussed that shows by being curious about how parents construct their roles and support their children at home (both directly and indirectly), researchers and practitioners can gain useful information to co-create more culturally inclusive and welcoming school environments, as well as more meaningful home–school connections.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"104 1","pages":"238 - 251"},"PeriodicalIF":8.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85876054","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: 11

Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement 重新定义父母参与:一个解释中国移民父母以学校和家庭为基础的参与的社会文化模型

IF 8.8 1区心理学

Educational Psychologist Pub Date : 2022-08-23 DOI: 10.1080/00461520.2022.2094383

Yōko Yamamoto, Jin Li, J. Bempechat

{"title":"Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement","authors":"Yōko Yamamoto, Jin Li, J. Bempechat","doi":"10.1080/00461520.2022.2094383","DOIUrl":"https://doi.org/10.1080/00461520.2022.2094383","url":null,"abstract":"Abstract Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children’s education. Building on and modifying Hoover-Dempsey’s parental involvement model, this article proposes a new sociocultural model to explain Chinese immigrant parents’ motivations for school-based and home-based involvement. Within the discussion of the model, each component is detailed but the emphasis is directed to three general components: the Chinese cultural model of learning, parental role construction, and school-family relations, including teachers’ parental involvement practices that differ from the U.S. mainstream culture’s model. This review demonstrates that Chinese immigrant parents tend to be more involved in some types of school-based activities (e.g., attending parent-teacher conferences and school events) than others (e.g., volunteering in classrooms and attending PTO meetings/school council). Chinese immigrant parents’ involvement processes also interact with family socioeconomic status and immigrant contexts. The article concludes with implications for research and educational practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"12 1","pages":"267 - 280"},"PeriodicalIF":8.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76291350","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