Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims?
Journal of Educational Psychology, Vol 115(2), Feb 2023, 363-377; doi:10.1037/edu0000712School bullying is a clear violation of children’s rights to a safe education and is a major concern among school professionals and parents. Many antibullying interventions focus on enhancing peer defending of victims to combat bullying and to promote victims’ psychosocial functioning. However, longitudinal studies on the effects of being defended on (a) diminishing victimization and (b) enhancing victims’ psychosocial adjustment are lacking, and the role of the broader peer context has been largely unexplored. Therefore, this stu...
Source: Journal of Educational Psychology - February 3, 2022 Category: Psychiatry & Psychology Source Type: research
Income inequality predicts competitiveness and cooperativeness at school.
Journal of Educational Psychology, Vol 115(1), Jan 2023, 173-191; doi:10.1037/edu0000731Competitiveness and cooperativeness are important predictors of social and learning outcomes at school. Drawing on evidence suggesting that contexts with high income inequality foster an ethos of competitiveness and inhibit cooperativeness in the economic environment, we examine whether income inequality is also associated with more competitiveness and less cooperativeness in the academic environment. We conducted four preregistered studies to test this idea. In Study 1, analysis of the OECD PISA 2018 data set (≈500,000 15-year-old st...
Source: Journal of Educational Psychology - February 3, 2022 Category: Psychiatry & Psychology Source Type: research
Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.
Our review explores the effectiveness of resilience interventions on improving resilience, reducing depressive symptoms, and overcoming stress symptoms among higher education students. We conducted a systematic search in 10 electronic English and Chinese language databases. Twenty-nine randomized, controlled trials (RCTs) met the inclusion criteria and were included in this review. Effect sizes from 25 RCTs were calculated for meta-analysis and metaregression. The results of a random effects model reveal that resilience interventions are effective in improving resilience with small effect size (g = .32, 95% CI [.15, .49]),...
Source: Journal of Educational Psychology - February 3, 2022 Category: Psychiatry & Psychology Source Type: research
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.
The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children’s understanding of missing-value proportional situations, (b) investigating how children transition through these states, and (c) exploring possible predictors that explain individual differences in young children’s development of proportional reasoning abilities. We longitudinally investigated 5- to 8-year-olds’ (n = 315) proportional reasoning abilities in a fair-sharing miss...
Source: Journal of Educational Psychology - February 3, 2022 Category: Psychiatry & Psychology Source Type: research
Fraction ball: Playful and physically active fraction and decimal learning.
This study tested a novel approach to capitalizing on the benefits of play for informal math learning. Two experiments evaluated a platform called “Fraction Ball,” that provides an embodied, playful, and physically active learning experience by modifying the lines on a basketball court to support rational number learning. In the Pilot Experiment, 69 fifth–sixth graders were randomly assigned to play a set of four different Fraction Ball games or attend normal physical education (PE) class and completed rational number pretests and posttests. After strategic improvements to expand the intervention, the same protocol w...
Source: Journal of Educational Psychology - January 13, 2022 Category: Psychiatry & Psychology Source Type: research
Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1912-1930; doi:10.1037/edu0000726Positive psychosocial adjustment is considered critical to adaptive student development and academic growth. Theories of positive youth development argue that psychosocial adjustment is a form of thriving and can be understood via multiple academic indicators, including achievement. To better understand the factors that support students’ psychosocial adjustment, the present investigation took a resource-based approach, examining intrapersonal (i.e., coping) and interpersonal (i.e., parent support, school belonging) resources. The pr...
Source: Journal of Educational Psychology - January 6, 2022 Category: Psychiatry & Psychology Source Type: research
Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools.
Positive psychosocial adjustment is considered critical to adaptive student development and academic growth. Theories of positive youth development argue that psychosocial adjustment is a form of thriving and can be understood via multiple academic indicators, including achievement. To better understand the factors that support students’ psychosocial adjustment, the present investigation took a resource-based approach, examining intrapersonal (i.e., coping) and interpersonal (i.e., parent support, school belonging) resources. The present investigation used multilevel latent profile analysis to identify how resource level...
Source: Journal of Educational Psychology - January 6, 2022 Category: Psychiatry & Psychology Source Type: research
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.
The article presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical analysis and genres. In addition, they learned metacognitive, self-regulation strategies for goal setting, task management, self-evaluation, and reflection. A prior quasi-experiment found positive effects of the curriculum on writing quality, self-efficacy, and mastery motivation. The cu...
Source: Journal of Educational Psychology - January 6, 2022 Category: Psychiatry & Psychology Source Type: research
Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation.
Journal of Educational Psychology, Vol 115(1), Jan 2023, 1-21; doi:10.1037/edu0000725Nearly all college students require some academic assistance throughout their learning experiences. Rather than a dependent act, help-seeking is a self-regulated and motivated strategy; however, there are mixed findings regarding the relationship between academic help-seeking and academic achievement. Thus, the current study used meta-analytic techniques to assess the relationship between academic help-seeking variables and achievement (GPA, grades, test scores) among postsecondary students in 108 studies (119 samples, N = 37,941). Finding...
Source: Journal of Educational Psychology - December 30, 2021 Category: Psychiatry & Psychology Source Type: research
Deliberate errors promote meaningful learning.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1817-1831; doi:10.1037/edu0000720Our civilization recognizes that errors can be valuable learning opportunities, but for decades, they have widely been avoided or, at best, allowed to occur as serendipitous accidents. The present research tested whether greater learning success could paradoxically be achieved through making errors by intentional design, relative to traditional errorless learning methods. We show that deliberately committing and correcting errors even when one knows the correct answers enhances learning—a counterintuitive phenomenon that we termed t...
Source: Journal of Educational Psychology - December 30, 2021 Category: Psychiatry & Psychology Source Type: research
Deliberate errors promote meaningful learning.
Our civilization recognizes that errors can be valuable learning opportunities, but for decades, they have widely been avoided or, at best, allowed to occur as serendipitous accidents. The present research tested whether greater learning success could paradoxically be achieved through making errors by intentional design, relative to traditional errorless learning methods. We show that deliberately committing and correcting errors even when one knows the correct answers enhances learning—a counterintuitive phenomenon that we termed the derring effect. Across two experiments (N = 160), learners engaged in open-book study o...
Source: Journal of Educational Psychology - December 30, 2021 Category: Psychiatry & Psychology Source Type: research
What mediates the relationship between growth in math problem-solving and working memory in English language learners?
This study explored the role of growth in the executive components of working memory (WM) on second language (L2) mathematical problem-solving in elementary school children who are emerging bilinguals whose first language (L1) is Spanish. To this end, children (N = 429) in Grades 1, 2, and 3 at Wave 1 were administered a battery of math, reading, vocabulary, and cognitive (short-term memory [STM], working memory [WM], rapid naming, and inhibition) measures. The battery of tests was administered again 1 year and 2 years later to the same participants. Four important findings emerged: (a) growth in the executive of WM was si...
Source: Journal of Educational Psychology - December 30, 2021 Category: Psychiatry & Psychology Source Type: research
Pathways to learning mathematics for students in French-immersion and English-instruction programs.
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n = 92) and French-immersion programs (n = 152) completed tasks in English. Students in French-immersion programs also completed word-problem solving and transcoding tasks in French...
Source: Journal of Educational Psychology - December 30, 2021 Category: Psychiatry & Psychology Source Type: research
