Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ social experiences
Publication date: Available online 13 February 2020Source: Contemporary Educational PsychologyAuthor(s): Nigel Mantou Lou, Kimberly A. NoelsAbstractFor migrant students enrolled in a postsecondary institution where the language of instruction is not their native language, experiencing anxiety using a new language can manifest in their daily social interactions, and lead them to avoid using the target language, thereby undercutting their academic and social adaptation. We propose that this vicious cycle of language anxiety and intercultural experiences is influenced by language mindsets (i.e., beliefs about the extent to wh...
Source: Contemporary Educational Psychology - February 14, 2020 Category: Child Development Source Type: research

The Influence of Perceptually Rich Manipulatives and Collaboration on Mathematic Problem- Solving and Perseverance
Publication date: Available online 11 February 2020Source: Contemporary Educational PsychologyAuthor(s): Kira J. Carbonneau, Rachel Min Wong, Nataliia BorysenkoAbstractWe conducted a two-part study to examine how the use of different manipulatives, levels of instructional guidance, and collaboration among college-aged students influenced their mathematics performance and perseverance. In Study 1, we manipulated different types of manipulatives (no manipulative, bland, and perceptually rich), and different contextual factors of instructional guidance (high vs. low) to identify how they influenced students’ ability to ...
Source: Contemporary Educational Psychology - February 12, 2020 Category: Child Development Source Type: research

‘Consider the Opposite’ – Effects of Elaborative Feedback and Correct Answer Feedback on Reducing Confirmation Bias – a Pre-registered Study
Publication date: Available online 5 February 2020Source: Contemporary Educational PsychologyAuthor(s): Suzan van Brussel, Miranda Timmermans, Peter Verkoeijen, Fred PaasAbstractUnbiased reasoning is considered an essential critical thinking skill that students need to possess to face the future challenges in their work and life. Confirmation bias, which is the tendency to selectively attend to information that is consistent with held beliefs, presents a significant thread to unbiased reasoning. An effective strategy to reduce confirmation bias is the ‘consider-the-opposite’-strategy (COS). The central question...
Source: Contemporary Educational Psychology - February 7, 2020 Category: Child Development Source Type: research

The Linear and Nonlinear Effects of Organized Extracurricular Activities on Chinese Preschoolers’ Development
Publication date: Available online 3 February 2020Source: Contemporary Educational PsychologyAuthor(s): Lixin Ren, Traci Shizu Kutaka, Pavel Chernyavskiy, Jieqiong Fan, Xuan LiAbstractHow children spend time outside of school has consequences for their learning and development. Research on extracurricular participation has focused primarily on school-aged children and youth in Western societies. Yet, extracurricular activities are a common but understudied context of early development in Mainland China. In the present study, we employed the developmental model and the threshold model as a lens to examine the linear and non...
Source: Contemporary Educational Psychology - February 4, 2020 Category: Child Development Source Type: research

Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning
Publication date: Available online 28 January 2020Source: Contemporary Educational PsychologyAuthor(s): Martin Daumiller, Markus DreselAbstractResearchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the...
Source: Contemporary Educational Psychology - January 29, 2020 Category: Child Development Source Type: research

Corrigendum to “Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades” [Contemp. Educ. Psychol. 51 (2017) 284–292]
Publication date: Available online 24 January 2020Source: Contemporary Educational PsychologyAuthor(s): Zuleica Ruiz-Alfonso, Jaime León (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - January 25, 2020 Category: Child Development Source Type: research

Teachers’ Self-efficacy Beliefs for Teaching Math: Relations with Teacher and Student Outcomes
Publication date: Available online 23 January 2020Source: Contemporary Educational PsychologyAuthor(s): Harsha N. Perera, Jennifer E. JohnAbstractSocial cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers&r...
Source: Contemporary Educational Psychology - January 24, 2020 Category: Child Development Source Type: research

Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: Exploring social referencing processes in a natural setting
Publication date: Available online 20 January 2020Source: Contemporary Educational PsychologyAuthor(s): Andrea Wullschleger, Ariana Garrote, Susanne Schnepel, Lea Jaquiéry, Elisabeth Moser OpitzAbstractTeacher feedback behavior is a key determinant of the social referencing processes that influence the social acceptance of pupils. The present longitudinal study explores how teacher feedback on academic performance and social behavior is related to social acceptance during classroom activities and recess in the natural setting of inclusive classrooms. Data come from a study with 32 teachers and their 546 first to thi...
Source: Contemporary Educational Psychology - January 21, 2020 Category: Child Development Source Type: research

How Problem Identification Strategies Influence Creativity Outcomes
Publication date: Available online 20 January 2020Source: Contemporary Educational PsychologyAuthor(s): Lisa DaVia Rubenstein, Gregory L. Callan, Kristie Speirs Neumeister, Lisa M. Ridgley, Maria Hernández FinchAbstractThe purpose of this study was to explore the effects of students’ strategic approaches to problem identification on their ability to identify problems, solve problems, and develop divergent ideas. Eighth and ninth grade students (N = 90) completed the Torrance Tests of Creative Thinking-Figural (TTCT-F), as a measure of divergent thinking. Then, students responded to semi-structured interview pr...
Source: Contemporary Educational Psychology - January 21, 2020 Category: Child Development Source Type: research

Memories of Math: Narrative Predictors of Math Affect, Math Motivation, and Future Math Plans
Publication date: Available online 15 January 2020Source: Contemporary Educational PsychologyAuthor(s): Jennifer E. John, Paul A. Nelson, Brittany Klenczar, Rachael D. RobnettAbstractThis mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math v...
Source: Contemporary Educational Psychology - January 16, 2020 Category: Child Development Source Type: research

Teachers’ Epistemic Cognition In Situ: Evidence from Classroom Assessment
Publication date: Available online 9 January 2020Source: Contemporary Educational PsychologyAuthor(s): Nicole Barnes, Helenrose Fives, Sirine Mabrouk-Hattab, Kit SaizdeLaMoraAbstractAssessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognit...
Source: Contemporary Educational Psychology - January 10, 2020 Category: Child Development Source Type: research

Examining Pre-Service Teachers’ Color-Blind Racial Ideology, Emotion Regulation, and Inflexibility with Stigmatizing Thoughts About Race
In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regul...
Source: Contemporary Educational Psychology - January 7, 2020 Category: Child Development Source Type: research

Strategy Diversity in Early Mathematics Classrooms
Publication date: Available online 23 December 2019Source: Contemporary Educational PsychologyAuthor(s): Douglas H. Clements, Denis Dumas, Yixiao Dong, Holland W. Banse, Julie Sarama, Crystal A. Day-HessAbstractStrategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning, especially in mathematics. Children vary substantially in their knowledge and use of different strategies, and much research has focused on intraindividual strategy var...
Source: Contemporary Educational Psychology - December 25, 2019 Category: Child Development Source Type: research

“It takes two”: The added value of structured peer-assisted writing in explicit writing instruction
Publication date: Available online 17 December 2019Source: Contemporary Educational PsychologyAuthor(s): Fien De Smedt, Steve Graham, Hilde Van KeerAbstractHigh-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-e...
Source: Contemporary Educational Psychology - December 19, 2019 Category: Child Development Source Type: research

Engaging Black and Latinx Students through Communal Learning Opportunities: A Relevance Intervention for Middle Schoolers in STEM Elective Classrooms
Publication date: Available online 12 December 2019Source: Contemporary Educational PsychologyAuthor(s): DeLeon L. Gray, Tamika L. McElveen, Briana P. Green, Lauren H. BryantAbstractWith the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a n...
Source: Contemporary Educational Psychology - December 13, 2019 Category: Child Development Source Type: research

Motivation and Social Cognitive Theory
This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal i...
Source: Contemporary Educational Psychology - December 11, 2019 Category: Child Development Source Type: research

Early Cognitive Profiles Predicting Reading and Arithmetic Skills in Grades 1 and 7
Publication date: Available online 5 December 2019Source: Contemporary Educational PsychologyAuthor(s): Heidi Korpipää, Kristina Moll, Kaisa Aunola, Asko Tolvanen, Tuire Koponen, Mikko Aro, Marja-Kristiina LerkkanenAbstractThe aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified...
Source: Contemporary Educational Psychology - December 6, 2019 Category: Child Development Source Type: research

Where Is the Learning in Mobile Technologies for Learning?
Publication date: Available online 4 December 2019Source: Contemporary Educational PsychologyAuthor(s): Richard E. MayerAbstractMobile technology--such as tablets, cell phones, and wearable devices--has the potential to play a useful role in promoting academic learning. This potential motivates this special issue on “Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education” edited by Matthew L. Bernacki, Jeffrey Greene, and Helen Crompton. Research on learning with mobile technology should focus on three research questions: Do students lear...
Source: Contemporary Educational Psychology - December 4, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: October 2019Source: Contemporary Educational Psychology, Volume 59Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - November 28, 2019 Category: Child Development Source Type: research

On Activities and Affordances for Mobile Learning
Publication date: Available online 27 November 2019Source: Contemporary Educational PsychologyAuthor(s): Joshua Danish, Cindy E. Hmelo-SilverAbstractAcross the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances of the mobile technologies develop new learning practices that could not be accomplished without this technology. With this in mind, we return to the definition of mobile learning that sug...
Source: Contemporary Educational Psychology - November 28, 2019 Category: Child Development Source Type: research

Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Matthew L. Bernacki, Jeffrey A. Greene, Helen CromptonAbstractStudying mobile learning – the use of personal electronic devices to engage in learning across multiple contexts via connections to media, educators, peers, experts, and the larger world – is a relatively new academic enterprise. In this special issue, we interrogated the promise and unexamined expectations of mobile learning, the theories and ideas developing around it, and the devices that afford it. The articles introduce mobile and wearable te...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Mercedes Spencer, Lynn S. Fuchs, Douglas FuchsAbstractWe investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10 to 9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicate...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Towards Convergence of Mobile and Psychological Theories of Learning
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Matthew L. Bernacki, Helen Crompton, Jeffrey A. GreeneAbstractThis special issue was designed to promote an integration of mobile and psychological theories of learning by inviting empirical research that draws upon both theoretical approaches to guide investigation into learning involving mobile devices. Five empirical articles illustrated how mobile devices afford resources to learners and how new channels of data afford researchers new insight into learning processes. Authors of two invited commentaries note the chal...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

From Feedback to Revisions: Effects of Feedback Features and Perceptions
Publication date: Available online 26 November 2019Source: Contemporary Educational PsychologyAuthor(s): Yong Wu, Christian D. SchunnAbstractAlthough the effects of peer feedback have been studied from a number of perspectives, much remains to be learned about what leads students to act (or not) on their peers’ feedback in revisions. The present study examined the relationship between peer feedback features, student perceptions as potential mediators (understanding versus agreement with the feedback), and the likelihood of students’ implementation of the feedback. Peer feedback, back-evaluation comments, and re...
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Writing about Personal Goals and Plans Regardless of Goal Type Boosts Academic Performance
This study suggests an important modification to goal-setting theory, namely a potential contagion effect of setting life goals, an academic goal primed in the subconscious, and subsequent academic performance. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - November 27, 2019 Category: Child Development Source Type: research

Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?
Publication date: Available online 25 October 2019Source: Contemporary Educational PsychologyAuthor(s): Lynn S. Fuchs, Sarah R. Powell, Anna-Mária Fall, Greg Roberts, Paul Cirino, Douglas Fuchs, Jennifer K. GilbertAbstractConventional research methods for understanding sources of individual differences in word-problem solving (WPS) only permit estimation of average relations between component processes and outcomes. The purpose of the present study was instead to examine whether and if so how the component processes engaged in WPS differ along the spectrum of WPS performance. Second graders (N = 1,130) from 126 clas...
Source: Contemporary Educational Psychology - October 27, 2019 Category: Child Development Source Type: research

Emotion Regulation, Homework Completion, and Math Achievement: Testing Models of Reciprocal Effects
Publication date: Available online 24 October 2019Source: Contemporary Educational PsychologyAuthor(s): Jianzhong Xu, Jianxia Du, Fangtong Liu, Bosu HuangAbstractThe current investigation employs models of reciprocal effects among emotion management, cognitive reappraisal, homework completion, and achievement, based on two measurement points from 1,450 Chinese 8th graders. Results revealed that emotion management and math achievement were reciprocally related. Furthermore, higher prior achievement led to higher subsequent cognitive reappraisal and homework completion. Additionally, significant interactions were found betwe...
Source: Contemporary Educational Psychology - October 25, 2019 Category: Child Development Source Type: research

Role of Generated and Provided Visuals in Supporting Learning from Scientific Text
This study explored the role of learner-generated and instructor-provided visuals in learning from scientific text. 134 college students studied a lesson on the human circulatory system and then completed recall and transfer tests. Across two consecutive study periods, students were randomly assigned to either view a provided illustration twice (provided-provided), generate a drawing from the text and then revise their drawing (generated-revised), view a provided illustration and then generate a drawing (provided-generated), or generate a drawing and then view a provided illustration (generated-provided). Results...
Source: Contemporary Educational Psychology - October 10, 2019 Category: Child Development Source Type: research

Enhancing Evidence-based Argumentation in a Mainland China Middle School
Publication date: Available online 9 October 2019Source: Contemporary Educational PsychologyAuthor(s): Yuchen ShiAbstractWhile discourse-based educational approaches have become an object of increasing interest in Western countries, they are largely unknown in countries such as China that are characterized by a strong centralized government with limited encouragement of dissent. In the present study, 54 11-12 year-old Chinese students participated in an extended discourse-based curriculum that has been found successful in Western countries in developing skills of both dialogic and individual written argument. Although the ...
Source: Contemporary Educational Psychology - October 10, 2019 Category: Child Development Source Type: research

Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation and grades in math
Publication date: Available online 4 October 2019Source: Contemporary Educational PsychologyAuthor(s): Katharina Kriegbaum, Ricarda Steinmayr, Birgit SpinathAbstractWe investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of th...
Source: Contemporary Educational Psychology - October 6, 2019 Category: Child Development Source Type: research

The contribution of classroom exams to formative evaluation of concept-level knowledge
Publication date: Available online 4 October 2019Source: Contemporary Educational PsychologyAuthor(s): Michelle L. Rivers, John Dunlosky, Robin JoynesAbstractAre students able to learn from exam experience about their level of knowledge for tested topics? Prior to an exam, undergraduates made predictive category learning judgments (CLJs) by estimating the percentage of questions they expected to answer correctly for six topics. After the exam, they made postdictive CLJs for the same topics. Supporting the postdiction superiority hypothesis, postdictive CLJs were slightly more accurate than predictive CLJs, indicating stude...
Source: Contemporary Educational Psychology - October 6, 2019 Category: Child Development Source Type: research

Understanding students’ conceptions of task assignments
This study is among the first to examine students’ own conceptions of common task assignments and to link task conceptions with performance. Implications for instruction are discussed. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - September 27, 2019 Category: Child Development Source Type: research

Ya’at’eeh: Race-Reimaged Belongingness Factors, Academic Outcomes, and Goal Pursuits Among Indigenous Community College Students
Publication date: Available online 25 September 2019Source: Contemporary Educational PsychologyAuthor(s): Carlton J. Fong, Adam Alejandro, Megan R. Krou, John Segovia, Karen Johnston-AshtonAbstractFor decades, students’ sense of belonging has been conceptualized through colonial perspectives, assuming students are to assimilate to educational institutions in order to belong. To challenge these perspectives, we race-reimaged belongingness factors in an investigation of Indigenous students (n = 887) from 156 U.S. community colleges in a secondary dataset. We first used measurement invariance testing to examine how Indi...
Source: Contemporary Educational Psychology - September 26, 2019 Category: Child Development Source Type: research

Relations between mathematics achievement growth and the development of mathematics self-concept in elementary and middle grades
Publication date: Available online 17 September 2019Source: Contemporary Educational PsychologyAuthor(s): Lina Shanley, Gina Biancarosa, Ben Clarke, Joanna GoodeAbstractCreating an educational program that results in positive science, technology, engineering, and mathematics or STEM-oriented outcomes for all students is an important education objective and federal policy directive in the United States. In addition to developing strong mathematics foundations in Grades K–8 that are closely associated with successful STEM outcomes, intrapersonal skill development is also critical to academic and postsecondary success. ...
Source: Contemporary Educational Psychology - September 18, 2019 Category: Child Development Source Type: research

Verbal Counting Skill Predicts Later Math Performance and Difficulties in Middle School
This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below -1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explain...
Source: Contemporary Educational Psychology - September 18, 2019 Category: Child Development Source Type: research

Scientific sensemaking supports science content learning across disciplines and instructional contexts
Publication date: Available online 17 September 2019Source: Contemporary Educational PsychologyAuthor(s): Matthew A. Cannady, Paulette Vincent-Ruz, Joo Man Chung, Christian D SchunnAbstractScience consists of a body of knowledge and a set of processes by which the knowledge is produced. Although these have traditionally been treated separately in science instruction, there has been a shift to an integration of knowledge and processes, or set of practices, in how science should be taught and assessed. We explore whether a general overall mastery of the processes drives learning in new science content areas and if this overa...
Source: Contemporary Educational Psychology - September 18, 2019 Category: Child Development Source Type: research

Trajectories of Implicit Theories and Their Relations to Scholastic Aptitude: A Mediational Role of Achievement Goals
Publication date: Available online 17 September 2019Source: Contemporary Educational PsychologyAuthor(s): You-kyung Lee, Eunjin SeoAbstractImplicit theories of intelligence play an important role in students’ academic motivation and achievement. This longitudinal study examined how the trajectories of implicit theories of intelligence from Grade 8 to Grade 10 were related to Grade 12 SAT achievement via Grade 11 achievement goals. We employed parallel process models to examine changing patterns of Korean students’ (N = 6,491) entity and incremental theories over three years. Results showed that both entity and ...
Source: Contemporary Educational Psychology - September 18, 2019 Category: Child Development Source Type: research

Understanding students’ percentions of task assignments
This study is among the first to examine students’ own conceptions of common task assignments and to link task conceptions with performance. Implications for instruction are discussed. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - September 18, 2019 Category: Child Development Source Type: research

Students’ and Teachers’ Perceptions of Goal Structures – Will They Ever Converge? Exploring Changes in Student-Teacher Agreement and Reciprocal Relations to Self-Concept and Achievement
Publication date: Available online 26 August 2019Source: Contemporary Educational PsychologyAuthor(s): Lisa Bardach, Takuya Yanagida, Barbara Schober, Marko LüfteneggerAbstractPrevious studies have shown that alignment between teachers’ and students’ perceptions of goal structures (i.e., student-teacher agreement) ranges from non-existent to, at most, moderate. However, existing work is limited in that it all relies on cross-sectional data, meaning that we lack an understanding of changes in student-teacher agreement on goal structures over time. The present study therefore (a) attempts to shed light on ch...
Source: Contemporary Educational Psychology - August 28, 2019 Category: Child Development Source Type: research

A race re-imaged, intersectional approach to academic mentoring: Exploring the perspectives and responses of womxn in science and engineering research
Publication date: October 2019Source: Contemporary Educational Psychology, Volume 59Author(s): Idalis Villanueva, Marialuisa Di Stefano, Laura Gelles, Paul Vicioso Osoria, Sheree BensonAbstractIn academic mentoring research, there is a need to include empirical designs that consider more sociocultural perspectives. The purpose of this exploratory study was to race re-image academic mentoring by considering its sociocultural perspectives (i.e., intersectionality, tokenism, and awareness).For this, a qualitative-dominant, convergent mixed-methods approach was used to explore the perspectives and responses of twelve womxn gra...
Source: Contemporary Educational Psychology - August 28, 2019 Category: Child Development Source Type: research

The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations
This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - August 26, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: July 2019Source: Contemporary Educational Psychology, Volume 58Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - August 21, 2019 Category: Child Development Source Type: research

The paradox of positive self-concept and low achievement among Black and Latinx youth: A test of psychological explanations
Publication date: October 2019Source: Contemporary Educational Psychology, Volume 59Author(s): Eunjin Seo, Yishan Shen, Aprile D. BennerAbstractPrevious studies often document that Black and Latinx adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black...
Source: Contemporary Educational Psychology - July 30, 2019 Category: Child Development Source Type: research

Investigating Effects of Reading Medium and Reading Purpose on Behavioral Engagement and Textual Integration in a Multiple Text Context
Publication date: Available online 19 July 2019Source: Contemporary Educational PsychologyAuthor(s): Natalia Latini, Ivar Bråten, Øistein Anmarkrud, Ladislao SalmerónAbstractThe study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those rea...
Source: Contemporary Educational Psychology - July 20, 2019 Category: Child Development Source Type: research

When Do Mastery and Performance Goals Facilitate Academic Achievement?
Discussion suggests additional ways to test each framework and considers implications for teachers and goal theorists. (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - July 20, 2019 Category: Child Development Source Type: research

The Paradox of Positive Self-Concept and Low Achievement Among Black and Latino Youth: A Test of Psychological Explanations
Publication date: Available online 19 July 2019Source: Contemporary Educational PsychologyAuthor(s): Eunjin Seo, Yishan Shen, Aprile D. BennerAbstractPrevious studies often document that Black and Latino adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of...
Source: Contemporary Educational Psychology - July 20, 2019 Category: Child Development Source Type: research

The Conceptualization of Costs and Barriers of a Teaching Career Among Latino Preservice Teachers
Publication date: Available online 16 July 2019Source: Contemporary Educational PsychologyAuthor(s): Bradley W. Bergey, John Ranellucci, Avi KaplanAbstractWe investigated the perceived costs and barriers of a teaching career among Latino preservice teachers and how these men conceptualized costs relative to their race-ethnic identity, gender identity, and planned persistence in the profession from an expectancy-value perspective. We used a mixed-method approach that included a content analysis of open-ended survey responses to identify salient costs and barriers and non-metric multidimensional scaling (MDS) of participants...
Source: Contemporary Educational Psychology - July 17, 2019 Category: Child Development Source Type: research

Development of Low-stakes Mathematics and Literacy Test Scores during Lower Secondary School – A Multilevel Pattern-Centered Analysis of Student and Classroom Differences
Publication date: Available online 13 July 2019Source: Contemporary Educational PsychologyAuthor(s): Elina E. Ketonen, Risto HotulainenAbstractThe development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N=5071) from different classrooms (N=435) develop distinct patterns regarding their mathematics and liter...
Source: Contemporary Educational Psychology - July 14, 2019 Category: Child Development Source Type: research

I’ve Got This: Fostering Topic and Technology-related Emotional Engagement and Queer History Knowledge with a Mobile App
Publication date: Available online 13 July 2019Source: Contemporary Educational PsychologyAuthor(s): Jason M. Harley, Yang Liu, Tony Byunghoon Ahn, Susanne P. Lajoie, Andre Grace, Chayse Haldane, Andrea Whittaker, Brea McLaughlinAbstractLittle research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and M. Sharples and colleagues’ Mobile Learning Theory, we examined whet...
Source: Contemporary Educational Psychology - July 14, 2019 Category: Child Development Source Type: research

Family Socioeconomic Status and Chinese Children’s Early Academic Development: Examining Child-level Mechanisms
Publication date: Available online 9 July 2019Source: Contemporary Educational PsychologyAuthor(s): Xiao Zhang, Bi Ying Hu, Lixin Ren, Liang ZhangAbstractThe longitudinal relations of family socioeconomic status (SES) to receptive vocabulary, behavioral regulation, and four domains of academic learning (reading, math, life science, and earth and physical sciences) were examined for a representative sample of 588 Chinese children (ages 5-6). The results showed significant SES disparities across all four academic domains. SES was even predictive of later performance in math, life science, and earth and physical sciences afte...
Source: Contemporary Educational Psychology - July 11, 2019 Category: Child Development Source Type: research