Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors.
Research indicates that teachers perform emotional labor daily. However, previous studies have mostly used a variable-centered approach that examines the associations of emotional labor strategies with particular outcome variables. This approach did not consider the possibility that teachers use different emotional labor strategies simultaneously. Therefore, in this study we took a person-centered approach and explored the emotional labor profiles in a large sample of Croatian teachers (N = 2,002) employed across educational levels (i.e., elementary, middle, and high school levels) by using latent profile analysis. In addi...
Source: Journal of Educational Psychology - February 11, 2021 Category: Psychiatry & Psychology Source Type: research
Controlling speed in component skills of reading improves the explanation of reading comprehension.
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed–ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on...
Source: Journal of Educational Psychology - February 11, 2021 Category: Psychiatry & Psychology Source Type: research
Enhancing research excellence through diversity and transparency.
It is an honor, a privilege, and an enormous responsibility to serve as the editor of the Journal of Educational Psychology (JEP), the leading outlet for high-quality empirical research in the field of educational psychology. The journal’s stellar reputation and standing in the field have continuously grown under the leadership of my predecessors (including those during the last 4 decades: Joanna Williams, Samuel Ball, Robert Calfee, Joel Levin, Michael Pressley, Karen Harris, Art Graesser, and Steve Graham). They have ensured that the work submitted and published in the journal represents the best empirical research in ...
Source: Journal of Educational Psychology - January 14, 2021 Category: Psychiatry & Psychology Source Type: research
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups.
How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative when we considered these two contextual effects separately. However, the effect of peer-group-average became nonsignificant in models with both contextual effects; the negative effect...
Source: Journal of Educational Psychology - December 31, 2020 Category: Psychiatry & Psychology Source Type: research
Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge.
Elementary school mathematics instruction aims to develop children’s understanding of both numerical and spatial mathematics—two key areas of mathematical learning. The present study explored how learning within one of these areas may impact the other. Specifically, it investigated whether a measurement-to-number intervention designed to increase children’s understanding of measurement would also affect the growth of symbolic numerical knowledge. The intervention focused on developing the concept of unit that is critical for reasoning about spatial and numerical magnitude. The study was conducted with kindergarten st...
Source: Journal of Educational Psychology - December 31, 2020 Category: Psychiatry & Psychology Source Type: research
Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate.
Readers confronted with unfamiliar and controversial scientific debates tend to rely on simple heuristics such as the perceived plausibility to focus their cognitive resources on specific information during comprehension. In the present experiment, we tested the assumption that plausibility judgments as an integral part of comprehension are used as a simple heuristic to distribute cognitive resources to controversial texts, leading to a better comprehension of information judged as plausible. To experimentally vary perceived plausibility, participants (N = 54 university students) watched one of two video versions on the co...
Source: Journal of Educational Psychology - December 28, 2020 Category: Psychiatry & Psychology Source Type: research
The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures.
This study explores the role of the instructor’s face and eye gaze as social and attentional cues in promoting learning from a video lecture on kidney physiology. In a 2 × 2 between-subjects design, 133 college students were randomly assigned to a gaze behavior condition and a video whiteboard type condition. The instructor either shifted her gaze between the learner and board (shifting) or only gazed at the board (fixed), and the instructor’s gaze was either occluded (conventional whiteboard) or visible (transparent whiteboard) when facing the board. Learners’ perceived engagement, gaze behavior, and learning were ...
Source: Journal of Educational Psychology - December 3, 2020 Category: Psychiatry & Psychology Source Type: research
Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills.
Drawing on Geary’s (1995) evolution-based model of cognitive and academic development, this study investigated the relation between biologically primary skills (vocabulary, executive functions, and visual-spatial processing) and subsequent word reading and calculation. It also examined the extent to which these relations were mediated by biologically secondary skills (metalinguistic awareness and symbolic numerical processing). A total of 197 Chinese children (age at the first measurement point: M ± SD = 53.38 ± 3.32 months) were assessed three times over 18 months on their vocabulary, spatial perception, working memor...
Source: Journal of Educational Psychology - December 3, 2020 Category: Psychiatry & Psychology Source Type: research
A multimedia effect for multiple-choice and constructed-response test items.
This classroom experiment investigates the effects of adding representational pictures to multiple-choice and constructed-response test items to understand the role of the response format for the multimedia effect in testing. Participants were 575 fifth- and sixth-graders who answered 28 science test items—seven items in each of four experimental conditions in a balanced 2 × 2 within-subject design, with the factors being multimedia (text-only vs. text-picture) and response format (multiple-choice vs. constructed-response). Consistent with multimedia and generative learning theory, there was a multimedia effect for test...
Source: Journal of Educational Psychology - November 19, 2020 Category: Psychiatry & Psychology Source Type: research
Do children with reading difficulties experience writing difficulties? A meta-analysis.
In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = −1.25) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality (g = −0.95), output (g = −0.66), organization (g = â...
Source: Journal of Educational Psychology - November 19, 2020 Category: Psychiatry & Psychology Source Type: research
Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes.
Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4–8) that were randomly assigned to one of three conditions—one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. Intervention occurred in participants’ schools, 40–60 min daily, 3–5×/week, for 100–125 hr total. Over four outcome assessments, multilevel growth models evaluated int...
Source: Journal of Educational Psychology - November 19, 2020 Category: Psychiatry & Psychology Source Type: research
Cognitive dimensions of learning in children with problems in attention, learning, and memory.
A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognized as having problems in attention, learning, and memory by a health or education practitioner. Assessments included phonological processing; information processing speed; short-term and working memory; executive functions; and attainments in word reading, spelling, and math. Data reduction methods identified 3 dimensions of phonological processing, processing speed, and executive function for the whole sample. This model was comparable for children with and ...
Source: Journal of Educational Psychology - November 12, 2020 Category: Psychiatry & Psychology Source Type: research
Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.
This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on student behavior and academic outcomes. In addition, mediation analyses examined a hypothesized putative mechanism for observed academic outcomes. Findings indicated that CHAMPS improved teacher ratings of student con...
Source: Journal of Educational Psychology - November 5, 2020 Category: Psychiatry & Psychology Source Type: research
The stability of learning disabilities among emergent bilingual children: A latent transition analysis.
This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish and English. These same measures were also administered one year later (Wave 2). Four important findings occurred. First, four latent classes (balanced bilinguals-average achievers, unbalanced bilinguals-average achievers, children at ris...
Source: Journal of Educational Psychology - November 5, 2020 Category: Psychiatry & Psychology Source Type: research
Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof.
Grounded and embodied cognition (GEC) serves as a framework to investigate mathematical reasoning for proof (reasoning that is logical, operative, and general), insight (gist), and intuition (snap judgment). Geometry is the branch of mathematics concerned with generalizable properties of shape and space. Mathematics experts (N = 46) and nonexperts (N = 44) were asked to judge the truth and to justify their judgments for four geometry conjectures. Videotaped interviews were transcribed and coded for occurrences of gestures and speech during the proof production process. Analyses provide empirical support for claims that geo...
Source: Journal of Educational Psychology - October 26, 2020 Category: Psychiatry & Psychology Source Type: research
