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Journal of Educational Psychology最新文献

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The Relation Between Text Reading and Reading Comprehension Varies as a Function of Developmental Phase, Orthographic Depth, and Measurement Characteristics: Evidence From a Meta-Analysis. 文本阅读与阅读理解之间的关系是发展阶段、正字法深度和测量特征的函数：来自元分析的证据。
IF 6.4 1区 心理学
Journal of Educational Psychology Pub Date : 2025-04-01 Epub Date: 2025-03-03 DOI: 10.1037/edu0000932
Molly Leachman, Alissa Wolters, Young-Suk Grace Kim
{"title":"The Relation Between Text Reading and Reading Comprehension Varies as a Function of Developmental Phase, Orthographic Depth, and Measurement Characteristics: Evidence From a Meta-Analysis.","authors":"Molly Leachman, Alissa Wolters, Young-Suk Grace Kim","doi":"10.1037/edu0000932","DOIUrl":"https://doi.org/10.1037/edu0000932","url":null,"abstract":"<p><p>We examined the relation between text reading fluency and reading comprehension, and moderators of the relation, including grade level, orthographic depth, and assessment task type (for text reading: text reading efficiency, accuracy, rate, sentence verification, maze; for reading comprehension: e.g., multiple-choice, oral retell, cloze), using a meta-analysis. Results from 401 studies (1,253 effect sizes; 266,880 participants) showed that across different types of text reading and reading comprehension tasks, text reading was strongly related with reading comprehension (<i>r</i> = .61, or .70 when correcting for measurement error) while text reading efficiency had a stronger relation (.65) than text reading accuracy (.59) or text reading rate (.54). Furthermore, the correlation differed by grade level and orthographic depth: .73 in primary grades, .69 in upper elementary grades, .59 in middle school, .54 in high school, and .44 for adults in deep orthographies, compared to .69 in primary grades, .52 in upper elementary grades, .42 in middle school, and .29 in high school in shallow orthographies. The maze and sentence verification tasks were more strongly related to measures of text reading than to reading comprehension measures. The magnitude of relation differed by measurement approaches: text reading measured by text reading efficiency and maze tasks had the strongest relation with reading comprehension; text reading had stronger relations with reading comprehension measured by the multiple-choice, the cloze task, and oral open-ended tasks than the written open-ended and retell tasks. The patterns of relations were the same when correcting for measurement error, although magnitudes were generally stronger.</p>","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"117 3","pages":"508-528"},"PeriodicalIF":6.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233819","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
Support from School Personnel and In-School Resources Jointly Moderate the Association Between Identity-Based Harassment and Depressive Symptoms Among Sexual and Gender Diverse Youth. 学校人员支持和校内资源共同调节性别和性别多元化青少年基于身份的骚扰与抑郁症状之间的关系。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-03-03 DOI: 10.1037/edu0000945
Peter S McCauley,Lisa A Eaton,Rebecca M Puhl,Ryan J Watson
{"title":"Support from School Personnel and In-School Resources Jointly Moderate the Association Between Identity-Based Harassment and Depressive Symptoms Among Sexual and Gender Diverse Youth.","authors":"Peter S McCauley,Lisa A Eaton,Rebecca M Puhl,Ryan J Watson","doi":"10.1037/edu0000945","DOIUrl":"https://doi.org/10.1037/edu0000945","url":null,"abstract":"A growing body of research has found that perceptions of social-emotional support from school personnel and lesbian, gay, bisexual, transgender, and queer (LGBTQ) in-school resources (e.g., gender and sexuality alliances, inclusive curricula, inclusive sexual education, presence of affirming adults) contribute to sexual and gender diverse youth's (SGDY) positive development. However, no research has investigated how support from school personnel and LGBTQ in-school resources might jointly modify the associations between SGDY's experiences with sexual orientation and gender identity (identity)-based harassment and mental health outcomes. Thus, the current study examined how school personnel support and LGBTQ in-school resources, together, moderated the association between identity-based harassment, depressive symptoms, and anxiety symptoms among a national sample of SGDY (N = 13,500, M age = 15.50, SD = 1.34). Multigroup path analysis revealed that for SGDY in middle school (i.e., 6-8) and high school grade levels (i.e., 9-12), school personnel support and LGBTQ in-school resources jointly moderated the association between identity-based harassment and depressive symptoms. Among SGDY who reported high levels of harassment, support from school personnel buffered the association between identity-based harassment and depressive symptoms. However, at low levels of harassment, it was a combination of high support from school personnel and LGBTQ in-school resources that was linked to the lowest levels of depressive symptoms. SGDY reported more depressive symptoms when they perceived low levels of support from school personnel, regardless of the concentration of LGBTQ in-school resources.","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"89 1","pages":"445-465"},"PeriodicalIF":4.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822555","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
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection. 为大学读书还是为自己读书？情境和科学信仰对大学生文献选择的影响。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-12-21 DOI: 10.1037/edu0000849
Cornelia Schoor, J. Rouet, M. Britt
{"title":"Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection.","authors":"Cornelia Schoor, J. Rouet, M. Britt","doi":"10.1037/edu0000849","DOIUrl":"https://doi.org/10.1037/edu0000849","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"35 11","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949868","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
Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation. 课堂学习氛围简介：结合课堂目标结构和社会氛围，支持学生的学校功能和行为适应。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-12-21 DOI: 10.1037/edu0000837
E. Olivier, Alexandre J. S. Morin, Isabelle Plante, I. Archambault, V. Dupéré
{"title":"Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.","authors":"E. Olivier, Alexandre J. S. Morin, Isabelle Plante, I. Archambault, V. Dupéré","doi":"10.1037/edu0000837","DOIUrl":"https://doi.org/10.1037/edu0000837","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"40 6","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949753","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
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis. 普通班和资优班中先前知识与学习之间的关系：多组潜成长曲线分析。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-12-21 DOI: 10.1037/edu0000848
Julia Matthes, Michael Schneider, F. Preckel
{"title":"The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.","authors":"Julia Matthes, Michael Schneider, F. Preckel","doi":"10.1037/edu0000848","DOIUrl":"https://doi.org/10.1037/edu0000848","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"29 22","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950281","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 Classroom Learning Climate Profiles: Combining Classroom Goal Structure and Social Climate to Support Student School Functioning and Behavioral Adaptation 课堂学习氛围简介补充材料：结合课堂目标结构和社会氛围，支持学生的学校运作和行为适应
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-12-18 DOI: 10.1037/edu0000837.supp
{"title":"Supplemental Material for Classroom Learning Climate Profiles: Combining Classroom Goal Structure and Social Climate to Support Student School Functioning and Behavioral Adaptation","authors":"","doi":"10.1037/edu0000837.supp","DOIUrl":"https://doi.org/10.1037/edu0000837.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" 37","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138964499","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 The Relation Between Prior Knowledge and Learning in Regular and Gifted Classes: A Multigroup Latent Growth Curve Analysis 普通班和资优班先验知识与学习之间的关系》补充材料：多组潜增长曲线分析
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-12-18 DOI: 10.1037/edu0000848.supp
{"title":"Supplemental Material for The Relation Between Prior Knowledge and Learning in Regular and Gifted Classes: A Multigroup Latent Growth Curve Analysis","authors":"","doi":"10.1037/edu0000848.supp","DOIUrl":"https://doi.org/10.1037/edu0000848.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"5 4","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173966","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
A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept. 学生举手的纵向研究：稳定性以及与认知阐述和学术自我概念之间的相互动态关系。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-11-30 DOI: 10.1037/edu0000838
R. Böheim, Martin Daumiller, Tina Seidel
{"title":"A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept.","authors":"R. Böheim, Martin Daumiller, Tina Seidel","doi":"10.1037/edu0000838","DOIUrl":"https://doi.org/10.1037/edu0000838","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"7 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198843","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
What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media. 他们在想什么？探索大学生对社交媒体上 COVID-19 （错误）信息的心理处理和决策。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-11-30 DOI: 10.1037/edu0000842
Jeffrey A. Greene, Christina Hollander-Blackmon, Eric A. Kirk, Victor M. Deekens
{"title":"What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.","authors":"Jeffrey A. Greene, Christina Hollander-Blackmon, Eric A. Kirk, Victor M. Deekens","doi":"10.1037/edu0000842","DOIUrl":"https://doi.org/10.1037/edu0000842","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"50 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199567","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
Early prediction of math difficulties with the use of a neural networks model. 利用神经网络模型及早预测数学困难。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2023-11-30 DOI: 10.1037/edu0000835
Maria Psyridou, Tuire Koponen, A. Tolvanen, K. Aunola, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa
{"title":"Early prediction of math difficulties with the use of a neural networks model.","authors":"Maria Psyridou, Tuire Koponen, A. Tolvanen, K. Aunola, Marja‐Kristiina Lerkkanen, A. Poikkeus, M. Torppa","doi":"10.1037/edu0000835","DOIUrl":"https://doi.org/10.1037/edu0000835","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"250 ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202687","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
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