A Cross-Classified Path Analysis of the Self-Determination Theory Model on the Situational, Individual and Classroom Levels in College Education
Publication date: Available online 5 March 2020Source: Contemporary Educational PsychologyAuthor(s): Shi Yu, Chantal Levesque-Bristol (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - March 7, 2020 Category: Child Development Source Type: research

Promoting Transcription in Third-Grade Classrooms: Effects on Handwriting and Spelling Skills, Composing, and Motivation
Publication date: Available online 2 March 2020Source: Contemporary Educational PsychologyAuthor(s): Teresa Limpo, Vanessa Vigário, Renata Rocha, Steve Graham (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - March 3, 2020 Category: Child Development Source Type: research

The influence of perceptually rich manipulatives and collaboration on mathematic problem-solving and perseverance
Publication date: April 2020Source: Contemporary Educational Psychology, Volume 61Author(s): Kira J. Carbonneau, Rachel Min Wong, Nataliia Borysenko (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - March 3, 2020 Category: Child Development Source Type: research

Editorial Board
Publication date: January 2020Source: Contemporary Educational Psychology, Volume 60Author(s): (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - February 29, 2020 Category: Child Development Source Type: research

Direct and Indirect Effects of Executive Functions, Reading Engagement, and Higher Order Strategic Processes in the Reading Comprehension of Dual Language Learners and English Monolinguals
Publication date: Available online 24 February 2020Source: Contemporary Educational PsychologyAuthor(s): Ana Taboada Barber, Kelly B. Cartwright, Laura Stapleton, Susan Lutz Klauda, Casey Archer, Peet Smith (Source: Contemporary Educational Psychology)
Source: Contemporary Educational Psychology - February 25, 2020 Category: Child Development Source Type: research

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 comp...
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 of this...
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 research...
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’ se...
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 third gra...
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 prompts whil...
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 value...
Source: Contemporary Educational Psychology - January 16, 2020 Category: Child Development Source Type: research