Contemporary Educational Psychology This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

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 classrooms...
Source: Contemporary Educational Psychology - October 26, 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 third until the end of fourth ...
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 Indigeno...
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. Usin...
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 incremen...
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 changes over o...
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