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A walk through the landscape of writing: Insights from a program of writing research 漫步在写作的风景:从一个写作研究项目的见解
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-07-27 DOI: 10.1080/00461520.2021.1951734
S. Graham
{"title":"A walk through the landscape of writing: Insights from a program of writing research","authors":"S. Graham","doi":"10.1080/00461520.2021.1951734","DOIUrl":"https://doi.org/10.1080/00461520.2021.1951734","url":null,"abstract":"Abstract This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a) the role of writing knowledge, strategies, motivation, and skills in writing and students’ growth as writers; (b) the connections between writing, language, reading, and learning; (c) the identification of effective writing practices; and (d) the current state of writing instruction in schools. For each topic, I provide examples of the logic and the different types of evidence collected in studying each area. Concluding comments focus on areas still in need of investigation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"55 - 72"},"PeriodicalIF":8.8,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76584389","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
Domain-specific prior knowledge and learning: A meta-analysis 特定领域的先验知识和学习:一项元分析
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-07-23 DOI: 10.1080/00461520.2021.1939700
Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, L. Schalk, Michael Schneider
{"title":"Domain-specific prior knowledge and learning: A meta-analysis","authors":"Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, L. Schalk, Michael Schneider","doi":"10.1080/00461520.2021.1939700","DOIUrl":"https://doi.org/10.1080/00461520.2021.1939700","url":null,"abstract":"Abstract It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge, was high (r P + = .534). The predictive power of prior knowledge for learning, i.e., the correlation between pretest knowledge and normalized knowledge gains, was low (r NG + = −.059), almost normally distributed, and had a large 95% prediction interval [–.688, .621]. This strong variability falsifies general statements such as “knowledge is power” as well as “the effect of prior knowledge is negligible.” It calls for systematic research on the conditions under which prior knowledge has positive, negative, or negligible effects on learning. This requires more experiments on the processes mediating the effects of prior knowledge and thresholds for useful levels of prior knowledge.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"2 1","pages":"31 - 54"},"PeriodicalIF":8.8,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79530676","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: 63
Strengthening the foundation of educational psychology by integrating construct validation into open science reform 将建构验证融入开放科学改革，夯实教育心理学基础
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-03 DOI: 10.1080/00461520.2021.1898962
J. Flake
{"title":"Strengthening the foundation of educational psychology by integrating construct validation into open science reform","authors":"J. Flake","doi":"10.1080/00461520.2021.1898962","DOIUrl":"https://doi.org/10.1080/00461520.2021.1898962","url":null,"abstract":"Abstract An increased focus on transparency and replication in science has stimulated reform in research practices and dissemination. As a result, the research culture is changing: the use of preregistration is on the rise, access to data and materials is increasing, and large-scale replication studies are more common. In this article, I discuss two problems the methodological reform movement is now ready to tackle given the progress thus far and how educational psychology is particularly well suited to contribute. The first problem is that there is a lack of transparency and rigor in measurement development and use. The second problem is caused by the first—replication research is difficult and potentially futile as long as the first problem persists. I describe how to expand transparent practices into measure use and how construct validation can be implemented to bolster the validity of replication studies.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"6 1","pages":"132 - 141"},"PeriodicalIF":8.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74976998","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: 19
Open science reforms: Strengths, challenges, and future directions 开放科学改革:优势、挑战与未来方向
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-03 DOI: 10.1080/00461520.2021.1901709
K. Wentzel
{"title":"Open science reforms: Strengths, challenges, and future directions","authors":"K. Wentzel","doi":"10.1080/00461520.2021.1901709","DOIUrl":"https://doi.org/10.1080/00461520.2021.1901709","url":null,"abstract":"Abstract In this article, I comment on the potential benefits and limitations of open science reforms for improving the transparency and accountability of research, and enhancing the credibility of research findings within communities of policy and practice. Specifically, I discuss the role of replication and reproducibility of research in promoting better quality studies, the identification of generalizable principles, and relevance for practitioners and policymakers. Second, I suggest that greater attention to theory might contribute to the impact of open science practices, and discuss ways in which theory has implications for sampling, measurement, and research design. Ambiguities concerning the aims of preregistration and registered reports also are highlighted. In conclusion, I discuss structural roadblocks to open science reform and reflect on the relevance of these reforms for educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"161 - 173"},"PeriodicalIF":8.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84256617","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
Acknowledgments 致谢。
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-03 DOI: 10.1080/00461520.2021.1910466
Rohan Arcot, Amy J. Arthur, S. Barnes, Lindsay L Benster, Shannon E. Berg, Leah B. Cherner, Claire Chuter, Kelsie J. Dawson, Lily S. Fritz, Madelyn Gardner, Lindsay M. Lanteri, Jessica Lasky-Fink, Kaitlyn E. May, Michael W. McGarrah, Nan Mu, Prem Umang Satyavolu, Wendy S. Wei, Qiyang Zhang
{"title":"Acknowledgments","authors":"Rohan Arcot, Amy J. Arthur, S. Barnes, Lindsay L Benster, Shannon E. Berg, Leah B. Cherner, Claire Chuter, Kelsie J. Dawson, Lily S. Fritz, Madelyn Gardner, Lindsay M. Lanteri, Jessica Lasky-Fink, Kaitlyn E. May, Michael W. McGarrah, Nan Mu, Prem Umang Satyavolu, Wendy S. Wei, Qiyang Zhang","doi":"10.1080/00461520.2021.1910466","DOIUrl":"https://doi.org/10.1080/00461520.2021.1910466","url":null,"abstract":"We would like to thank all of the reviewers who provided invaluable feedback on the articles in this special issue. In addition to Educational Psychologist’s standard peer review process, several early career scholars volunteered to participate in a complementary Junior Scholar Review process. These early career scholars provided authors with feedback on their manuscripts and ensured that the articles were accessible for a wide range of audiences.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"48 1","pages":"iii - iii"},"PeriodicalIF":8.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84781517","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
From old school to open science: The implications of new research norms for educational psychology and beyond 从老派到开放科学:新研究规范对教育心理学及其他领域的影响
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-03 DOI: 10.1080/00461520.2021.1898961
Hunter Gehlbach, Carly D. Robinson
{"title":"From old school to open science: The implications of new research norms for educational psychology and beyond","authors":"Hunter Gehlbach, Carly D. Robinson","doi":"10.1080/00461520.2021.1898961","DOIUrl":"https://doi.org/10.1080/00461520.2021.1898961","url":null,"abstract":"Abstract Recently, scholars have noted how several “old-school” practices—a host of long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open-science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old-school as well as open-science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"40 1","pages":"79 - 89"},"PeriodicalIF":8.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88463473","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: 25
Improving norms in research culture to incentivize transparency and rigor 改善研究文化规范，鼓励透明度和严谨性
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-03 DOI: 10.1080/00461520.2021.1902329
David Mellor
{"title":"Improving norms in research culture to incentivize transparency and rigor","authors":"David Mellor","doi":"10.1080/00461520.2021.1902329","DOIUrl":"https://doi.org/10.1080/00461520.2021.1902329","url":null,"abstract":"Abstract Improving research culture to value transparency and rigor is necessary to engage in a productive “Credibility Revolution.” The field of educational psychology is well positioned to act toward this goal. It will take specific actions by both grassroots groups plus leadership to set standards that will ensure that getting published, funded, or hired is determined by universally supported ideals. These improved standards must ensure that transparency, rigor, and credibility are valued above novelty, impact, and incredibility. Grassroots groups advocate for change and share experience so that the next generation of researchers have the experience needed to sustain these early moves. Each community can take inspiration from others that have made shifts toward better practices. These instances provide opportunities for emulating trail-blazers, training for new practices such as preregistration, and constructively evaluating or criticizing practice in ways that advances the reputation of all involved.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"23 1","pages":"122 - 131"},"PeriodicalIF":8.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89135754","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: 15
Preregistration and registered reports 预注册和注册报告
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-04-02 DOI: 10.1080/00461520.2021.1900851
J. Reich
{"title":"Preregistration and registered reports","authors":"J. Reich","doi":"10.1080/00461520.2021.1900851","DOIUrl":"https://doi.org/10.1080/00461520.2021.1900851","url":null,"abstract":"Abstract Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped record of a study design before data collection or analysis. Registered reports are a publishing approach that facilitates the evaluation of research without regard for the direction or magnitude of findings. In this article, I evaluate opportunities and challenges for these open science methods, offer initial guidelines for their use, explore relevant tensions around new practices, and illustrate examples from educational psychology and social science.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"41 1","pages":"101 - 109"},"PeriodicalIF":8.8,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89161676","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: 14
Research self-efficacy: A meta-analysis 研究自我效能:一个元分析
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-03-03 DOI: 10.1080/00461520.2021.1886103
Raluca Livinƫi, George Gunnesch-Luca, D. Iliescu
{"title":"Research self-efficacy: A meta-analysis","authors":"Raluca Livinƫi, George Gunnesch-Luca, D. Iliescu","doi":"10.1080/00461520.2021.1886103","DOIUrl":"https://doi.org/10.1080/00461520.2021.1886103","url":null,"abstract":"Abstract Research self-efficacy represents the adaptation of the social cognitive concept of self-efficacy to the field of academic and scientific research and is one of the best predictors of successfully engaging in research activities. The current meta-analysis focuses on the relationship between research self-efficacy and 14 other relevant variables suggested by Social Cognitive Career Theory and analyzes 85 published and unpublished studies conducted between 1989 and 2020 (n = 17,754, 209 effect sizes). The results indicate large associations between research self-efficacy and interest in research, research identity, intention/goals to pursue a career in research, research productivity, attitudes toward research, research training environment, and working alliance with the advisor, moderate associations with research outcome expectations, Holland’s investigative interests, research anxiety, and research mentoring experiences, as well as a small association with year in doctoral studies. There is no significant relationship between research self-efficacy and two other variables, gender and age of participants. Our findings help educators by showing ways through which to increase research self-efficacy in order to improve research training and career outcomes; the results suggest that effective routes for educators are the selection of students who have investigative vocational interests, an active control of possible research anxieties, development of a strong research-oriented culture in the research group and the development of a mentoring and transformational relationship with their trainees.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"27 1","pages":"215 - 242"},"PeriodicalIF":8.8,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82244415","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: 13
The Multidimensional Knowledge in Text Comprehension framework 文本理解框架中的多维知识
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-02-05 DOI: 10.1080/00461520.2021.1872379
Kathryn S. McCarthy, D. McNamara
{"title":"The Multidimensional Knowledge in Text Comprehension framework","authors":"Kathryn S. McCarthy, D. McNamara","doi":"10.1080/00461520.2021.1872379","DOIUrl":"https://doi.org/10.1080/00461520.2021.1872379","url":null,"abstract":"Abstract Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount refers to how many relevant concepts the reader knows. Accuracy refers to the extent to which the reader’s knowledge is correct. Specificity refers the degree to which the knowledge is related to information in the target text. Coherence refers to the interconnectedness of prior knowledge. Conceptualizing prior content knowledge along these dimensions deepens understanding of the construct and lends to more specific predictions about how learners process information. Considering knowledge across multiple dimensions is crucially important to the development and selection of prior knowledge assessments and, in turn, educators’ ability to capitalize on learners’ strengths across various comprehension tasks.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"36 1","pages":"196 - 214"},"PeriodicalIF":8.8,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91263079","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: 55
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