Journal of Educational Psychology最新文献_第7页

Supplemental Material for Optimizing Multiple-Choice Questions for Retrieval Practice: Delayed Display of Answer Alternatives Enhances Vocabulary Learning 检索练习中优化多项选择题的补充材料：延迟显示备选答案有助于词汇学习

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-07-06 DOI: 10.1037/edu0000810.supp

Gesa S. E. van den Broek, Suzanne L. Gerritsen, Iris T. J. Oomen, Eva Velthoven, Femke H. J. van Boxtel, L. Kester, T. van Gog

引用次数: 0

The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction. 大学发展性课程中来源写作的挑战:自我调节策略教学。

1区心理学

Journal of Educational Psychology Pub Date : 2023-07-01 DOI: 10.1037/edu0000805

Charles A. MacArthur, Zoi A. Traga Philippakos, Henry May, Andrew Potter, Sam Van Horne, Jill Compello

引用次数: 1

Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study. 数学成绩、态度和焦虑之间的性别差异和相似性：一项七至九年级的纵向研究。

IF 5.6 1区心理学

Journal of Educational Psychology Pub Date : 2023-07-01 Epub Date: 2023-05-11 DOI: 10.1037/edu0000793

David C Geary, Mary K Hoard, Lara Nugent, Zehra E Ünal, Nathaniel R Greene

{"title":"Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.","authors":"David C Geary, Mary K Hoard, Lara Nugent, Zehra E Ünal, Nathaniel R Greene","doi":"10.1037/edu0000793","DOIUrl":"10.1037/edu0000793","url":null,"abstract":"<p><p>There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls.</p>","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"115 5","pages":"767-782"},"PeriodicalIF":5.6,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10624155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487618","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: 0

Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading. 通过对话式绘本阅读刺激幼儿重复模式能力。

1区心理学

Journal of Educational Psychology Pub Date : 2023-07-01 DOI: 10.1037/edu0000756

Nore Wijns, David Purpura, Joke Torbeyns

引用次数: 1

Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness. 促进青少年对文本的理解：一项有效性的随机对照试验。

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-06-01 DOI: 10.1037/edu0000794

G. Roberts, S. Vaughn, Jeanne Wanzek, G. Furman, Leticia Martinez, Katherine I. Sargent

引用次数: 1

The influence of classroom language contexts on dual language learners’ language development. 课堂语言语境对双语学习者语言发展的影响。

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-06-01 DOI: 10.1037/edu0000804

Tzu-Jung Lin, Jing Chen, Mo Lu, Jing Sun, Kelly M. Purtell, Arya Ansari, L. Justice

引用次数: 0

A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates. 兴趣干预的成长理论增加了文科本科生对数学和科学课程的兴趣。

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-06-01 DOI: 10.1037/edu0000798

Paul A. O’Keefe, E. Horberg, C. Dweck, G. Walton

{"title":"A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.","authors":"Paul A. O’Keefe, E. Horberg, C. Dweck, G. Walton","doi":"10.1037/edu0000798","DOIUrl":"https://doi.org/10.1037/edu0000798","url":null,"abstract":"College students are often urged to “ ﬁ nd their passion, ” but if students believe that passions or interests are ﬁ xed, they may not develop interest in ﬁ elds beyond the academic identity with which they enter college. Canabriefinterventionthatportraysinterestsasdevelopable,not ﬁ xed,boostinterest,andevengrades,inman-datory math and science coursework among students who do not identify as a “ math or science person ” ? This would be especiallysigni ﬁ cant because college providesthe foundation for developing skills and intereststhat guide later professional paths. After a successful pilot study at a small liberal arts college ( N = 175), we con-ductedarandomized,controlled ﬁ eld-experimentwithmatriculating ﬁ rst-yearundergraduates( N = 580)inthe school of arts and social sciences of a large university. Students completed a 30-min growth-theory-of-interest (vs. control) online module before starting school. At the end of their ﬁ rst and second semesters, they reported their interest intheir two required ﬁ rst-year math/science courses.Of ﬁ cial ﬁ nal gradeswere obtainedat the end of theyear.Aspredicted,among thosewho entered college less identi ﬁ ed with math and science, the intervention (vs. control) increased interest and ﬁ nal grades in both ﬁ rst-year math/science courses (one conditional effect was marginal). The results suggest that by representing interests as not merely “ found ” but as having the potential to grow, colleges can encourage the development of skilled, interdisciplinary scholars.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144758","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

Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic. 工作实例缓和了新冠肺炎大流行期间数学学习焦虑对儿童数学学习和参与的影响。

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-05-25 DOI: 10.1037/edu0000795

Almaz Mesghina, Elayne Vollman, Kelly Trezise, L. Richland

{"title":"Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.","authors":"Almaz Mesghina, Elayne Vollman, Kelly Trezise, L. Richland","doi":"10.1037/edu0000795","DOIUrl":"https://doi.org/10.1037/edu0000795","url":null,"abstract":"We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving opportunities during instruction. We also measured two sources of students' worry during learning: math anxiety and worries about learning during the pandemic. We explored the attentional and affective effects of worked examples and worries in addition to their effects on learning. Results suggest that math anxiety, but not pandemic learning worries, negatively predicted procedural and conceptual learning from the lesson. In line with previous research and cognitive load theory, math anxiety also predicted greater mind wandering during testing and lower situational interest during learning. Critically, reviewing worked examples during learning mitigated these effects on learning and engagement. Pandemic-related learning worries were unrelated to learning outcomes but did predict affective and motivational outcomes. Educational implications are discussed.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45814134","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

Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study. 学龄英语读者阅读理解中的形态学：一项综合和元分析结构方程建模研究。

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-05-25 DOI: 10.1037/edu0000797

Dongbo Zhang, S. Ke, Ya Mo

{"title":"Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study.","authors":"Dongbo Zhang, S. Ke, Ya Mo","doi":"10.1037/edu0000797","DOIUrl":"https://doi.org/10.1037/edu0000797","url":null,"abstract":"ThisarticlesynthesizestherolesofmorphologyinEnglishreadingacquisitionandreportsameta-analyticstruc-tural equation modeling study ( k = 107, N = 21,818) that tested the effects of morphological awareness (MA) onreadingcomprehensioninschool-agedreaders.Moderatoranalysiswasconductedthroughasetofsubgroupcomparisonsbasedonreaders ’ languagestatus (monolingual vs.bilingual), age/grade(lowerelementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had signi ﬁ cant indirect effectsonreadingcomprehensionviabothwordreadingandvocabularyknowledgeinthefullsampleaswellasallsubgroups.Itsdirecteffectonreadingcomprehension,controllingfornonverbalreasoning,wordreading, and vocabulary knowledge, was also signi ﬁ cant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no signi ﬁ cant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable ﬁ ndings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We concludebypointingouttherobustcontributionofmorphologytoEnglishreadingcomprehensionandsuggest-ingastrongmeaningfocusinmorphologicalinstruction,especiallyforbilingualandolderschool-agedreaders.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491707","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

Supplemental Material for Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder 儿童注意缺陷/多动障碍简单阅读观评价补充材料

IF 4.9 1区心理学

Journal of Educational Psychology Pub Date : 2023-05-22 DOI: 10.1037/edu0000806.supp

引用次数: 0