School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction.
We examined the relations among school innovativeness—measured by teachers’ perceptions to what extent the climate at their school is open for innovation and change—and key outcomes at the teacher and school level, including contextual effects. Large-scale data from the 48 countries participating in the Teaching and Learning International Survey (TALIS) 2018 (N = 154,959) were utilized. To quantify effects and explain possible between-country variation, we performed multilevel structural equation modeling and meta-analyses. The data supported the hypothesis that more innovative schools delivered better outcomes in te...
Source: Journal of Educational Psychology - October 4, 2021 Category: Psychiatry & Psychology Source Type: research
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation and achievement under real-world conditions. The 78 participating classrooms (N = 1,744 students) were randomly assigned to one of two intervention conditions or a waitlist control c...
Source: Journal of Educational Psychology - October 4, 2021 Category: Psychiatry & Psychology Source Type: research
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.
We examined three domains of behavioral regulation: (a) cognitive–behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by way of socially responsible behaviors; and (c) emotional-behavioral regulation by way of aggressive-disruptive behaviors. We employed data from the population of New South Wales (NSW) children who were in their first year of school (viz., kindergarten) and who had been assessed as developmentally vulnerable in terms of hyperactivity and inattention in the Australian Early Development Census in 2009 (Cohort 1; N = 10,223) and 2012 (Cohort 2; N = 9,360). In both cohorts, ...
Source: Journal of Educational Psychology - September 27, 2021 Category: Psychiatry & Psychology Source Type: research
Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.
Monitoring, a regulation of cognition component of metacognition, is an essential aspect of self-regulated learning. Monitoring is recognized as learners’ ability to successfully understand what they are learning, and typically involves metacognitive activities such as questioning, reflection, drawing inferences, and self-generating feedback. However, while extant research converges on the notion that monitoring is a malleable and trainable skill, no investigation to date has systematically explored differences in monitoring accuracy effects. Therefore, a meta-analysis was conducted on research that examined the effect o...
Source: Journal of Educational Psychology - September 27, 2021 Category: Psychiatry & Psychology Source Type: research
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.
There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in computational models of reading and focus on individual differences in the functional organization of the reading system. Specifically, we estimate the extent to which children with reading disabilities (n = 118 3rd–4th graders) rely on two sources of information during an oral word r...
Source: Journal of Educational Psychology - September 23, 2021 Category: Psychiatry & Psychology Source Type: research
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms.
This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers (n = 174) were randomly assigned to 1 of 3 conditions: remote coaching (n = 59), face-to-face coaching (n = 66), and business-as-usual (n = 49). This study examined intervention effects in addition to coaching modality effects on teacher and child outcomes. Findings suggested that child care teachers who received coaching (regardless of modality) demonstrated improved teaching behaviors compared to the business-as-usual group. Compared to remote coach...
Source: Journal of Educational Psychology - September 23, 2021 Category: Psychiatry & Psychology Source Type: research
Does triggering learners’ interest make them overconfident?
This article proposes one such potential risk: flawed metacognition, in the form of inflated judgments of learning (JOLs) and overconfident estimates of future performance (calibration bias). Two experiments tested this hypothesis. In each, college students (Ns = 201, 196) read passages on a novel topic (the physics of lighEDU-2020-0310 tning in Study 1; the Hare Krishna organization in Study 2), crafted to be relatively dull or interesting. They then reported their interest, JOLs, and performance estimates before completing a test of their topic knowledge. Otherwise, their methods differed in several ways, such as how sit...
Source: Journal of Educational Psychology - August 19, 2021 Category: Psychiatry & Psychology Source Type: research
Is the literacy achievement of teenage boys poorer than that of teenage girls, or do estimates of gender gaps depend on the test? A comparison of PISA and PIAAC.
Data from international large-scale assessments (ILSAs) of schooled populations indicate that boys have considerably poorer literacy skills than girls. New evidence from a household-based ILSA—Organisation for Economic Cooperation and Development Survey of Adult Skills (PIAAC)—indicates that the gender gap in literacy is negligible, even though its assessment framework is similar to that of one of the most widely used school-based assessments, the Program for International Student Assessment (PISA). Individual-level data from 15-, 16-, and 17-year-old teens in countries that administered both assessments were used to e...
Source: Journal of Educational Psychology - August 19, 2021 Category: Psychiatry & Psychology Source Type: research
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.
Students’ academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students’ personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that des...
Source: Journal of Educational Psychology - August 12, 2021 Category: Psychiatry & Psychology Source Type: research
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years, SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the ...
Source: Journal of Educational Psychology - August 12, 2021 Category: Psychiatry & Psychology Source Type: research
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.
Feeling like an impostor is common among successful individuals, but particularly among women and early-career professionals. Here, we investigated how gender and career-stage differences in impostor feelings vary as a function of the contexts that academics have to navigate. In particular, we focused on a powerful but underexplored contextual feature: the extent to which raw intellectual talent (i.e., “brilliance”) is prized in an academic field. We hypothesized that gender and career-stage differences in impostor feelings would be magnified in fields that value brilliance. We tested this hypothesis using the largest ...
Source: Journal of Educational Psychology - August 5, 2021 Category: Psychiatry & Psychology Source Type: research
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests.
Using the dual process theoretical framework (Brandtstädter & Rothermund, 2002), we examined whether the tendency to pursue goals tenaciously (TEN), in conjunction with the tendency to flexibly adjust one’s preferences (FLEX), would be beneficial or detrimental for high school students’ self-reported life satisfaction and achievement on tests of academic competencies. We used data from a sample of German high school students (N = 10,957) from the National Educational Panel Study (NEPS), and a combination of machine-learning-based psychometrics and latent structural equation modeling. The results showed that the intera...
Source: Journal of Educational Psychology - August 5, 2021 Category: Psychiatry & Psychology Source Type: research
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.
Based on control-value theory (CVT), we examined longitudinal relations between students’ control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence in math, perceived value of math, and math emotions, and achievement with school grades in math. All variables were measured in each of three consecutive annual assessments. Using structural equation modeling, we tested the CVT proposition that appraisals, emotions, and achieve...
Source: Journal of Educational Psychology - August 5, 2021 Category: Psychiatry & Psychology Source Type: research
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.
This study examined whether children’s inhibitory control moderates the association between parental math input and children’s math performance. Parental math input via number talk and parent-reported frequencies of math activities were measured in 123 children (Mage = 3.9 years) and one of their parents. High levels of parent number talk were associated with higher math achievement among children with higher inhibitory control. This association was not seen in children with lower inhibitory control, for children’s vocabulary as the outcome measure, or for parents’ overall talk or parent-reported math activities as...
Source: Journal of Educational Psychology - July 29, 2021 Category: Psychiatry & Psychology Source Type: research
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.
The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results from the high-stake, Australia-wide National Assessment Program-Literacy and Numeracy tests in Years 3, 5, 7, and 9, controlling for demographic characteristics (gender, socioeconomic status, school type, and childhood cognition measured before the start of kindergarten). We eval...
Source: Journal of Educational Psychology - July 29, 2021 Category: Psychiatry & Psychology Source Type: research
