Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives.
Journal of Educational Psychology, Vol 116(1), Jan 2024, 20-35; doi:10.1037/edu0000815Autonomy-supportive teachers energize students’ agency and initiative. However, few studies consider whether agentically engaged students energize more autonomy-supporting teachers. We asked 2,908 middle and high school students in physical education courses to report their agentic engagement and the autonomy supportiveness of their teachers. Data were collected at four time points over one academic year. We tested two reciprocal effects models relating student perceptions of autonomy-supportive teaching and their agentic engagement: a ...
Source: Journal of Educational Psychology - August 17, 2023 Category: Psychiatry & Psychology Source Type: research
Test boredom: Exploring a neglected emotion.
Journal of Educational Psychology, Vol 115(7), Oct 2023, 911-931; doi:10.1037/edu0000807The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing (“test boredom”; Hypothesis 1) and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals; Hypothesis 2) and outcomes (performance; Hypothesis 3). We further hypothesiz...
Source: Journal of Educational Psychology - August 3, 2023 Category: Psychiatry & Psychology Source Type: research
How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.
Journal of Educational Psychology, Vol 115(8), Nov 2023, 1141-1157; doi:10.1037/edu0000809Research indicates that university instructors struggle with compromised subjective well-being (SWB) and have faced further challenges due to the COVID-19 pandemic. Although studies have found instructors’ achievement goals to be important motivational factors linked to their well-being, longitudinal research is needed to clarify the directionality of these relations over time to advance theory, research, and practice. In the present study, we aimed to contribute to this line of research by investigating bidirectional relations betw...
Source: Journal of Educational Psychology - July 10, 2023 Category: Psychiatry & Psychology Source Type: research
Optimizing multiple-choice questions for retrieval practice: Delayed display of answer alternatives enhances vocabulary learning.
Journal of Educational Psychology, Vol 115(8), Nov 2023, 1087-1109; doi:10.1037/edu0000810Multiple-choice questions (MCQs) are popular in vocabulary software because they can be scored automatically and are compatible with many input devices (e.g., touchscreens). Answering MCQs is beneficial for learning, especially when learners retrieve knowledge from memory to evaluate plausible answer alternatives. However, such retrieval may not always occur (e.g., with easy-to-guess answers). Therefore, we tested whether we could optimize MCQs for retrieval practice with a stepwise display, which presents the question before the answ...
Source: Journal of Educational Psychology - July 6, 2023 Category: Psychiatry & Psychology Source Type: research
Writing motives and writing achievement of elementary school students from diverse language backgrounds.
This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD programs; and (c) 563 native English-speaking students. Intrinsic and self-regulatory writing motives were significantly higher for emergent bilingual students and reclassified bilingual students than their native English-speaking peers. Extrinsic writing motives were significantly high...
Source: Journal of Educational Psychology - June 1, 2023 Category: Psychiatry & Psychology Source Type: research
The influence of classroom language contexts on dual language learners’ language development.
Journal of Educational Psychology, Vol 115(6), Aug 2023, 877-890; doi:10.1037/edu0000804The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into fluent bilinguals (FBs, 12%), emergent bilinguals (EBs, 13%), and non-DLL (or English monolinguals [EMs], 75%). Over an academic year, FBs experienced similar growth in expressive vocabulary compa...
Source: Journal of Educational Psychology - June 1, 2023 Category: Psychiatry & Psychology Source Type: research
A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.
Journal of Educational Psychology, Vol 115(6), Aug 2023, 859-876; doi:10.1037/edu0000798College students are often urged to “find their passion,” but if students believe that passions or interests are fixed, they may not develop interest in fields beyond the academic identity with which they enter college. Can a brief intervention that portrays interests as developable, not fixed, boost interest, and even grades, in mandatory math and science coursework among students who do not identify as a “math or science person”? This would be especially significant because college provides the foundation for developing skills...
Source: Journal of Educational Psychology - June 1, 2023 Category: Psychiatry & Psychology Source Type: research
Evaluating the simple view of reading for children with attention-deficit/hyperactivity disorder.
Journal of Educational Psychology, Vol 115(5), Jul 2023, 700-714; doi:10.1037/edu0000806The “simple view of reading” is an influential model of reading comprehension that asserts that children’s reading comprehension performance can be explained entirely by their decoding and language comprehension skills. Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit difficulty across all three of these reading domains on standardized achievement tests, yet it is unclear whether the simple view of reading is sufficient to explain reading comprehension performance for these children. The current study is...
Source: Journal of Educational Psychology - June 1, 2023 Category: Psychiatry & Psychology Source Type: research
Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness.
Journal of Educational Psychology, Vol 115(5), Jul 2023, 665-682; doi:10.1037/edu0000794Promoting Adolescents’ Comprehension of Text (PACT) is a text- and discourse-based set of instructional practices that engage students with disciplinary texts as a means of building content knowledge and improving reading comprehension. PACT)s efficacy has been the subject of extensive previous trials. The purpose of this study was to evaluate its effectiveness in a school-randomized design using stratified balanced sampling to assemble a representative sample of schools from the population of middle schools that teach U.S. history. T...
Source: Journal of Educational Psychology - June 1, 2023 Category: Psychiatry & Psychology Source Type: research
Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.
Journal of Educational Psychology, Vol 116(2), Feb 2024, 173-194; doi:10.1037/edu0000795We investigated whether worked examples could be used to reduce cognitive load on mathematics learners who may have reduced available cognitive resources due to experiencing anxiety or excess stress. Across 2 days, 280 fifth-grade students learned from a difficult lesson on ratio, half of whom reviewed worked examples at key problem-solving opportunities during instruction. We also measured two sources of students’ worry during learning: math anxiety and worries about learning during the pandemic. We explored the attentional and affec...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives.
Journal of Educational Psychology, Vol 115(7), Oct 2023, 932-950; doi:10.1037/edu0000800There is a lack of research examining how students’ emotion regulation is linked to their well-being at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related well-being over 12 months across 2 school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11–19 years) across three waves. Juxtaposing between-persons and within-person perspective...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention.
Journal of Educational Psychology, Vol 115(6), Aug 2023, 813-835; doi:10.1037/edu0000799Building on rich training literature, we examined which skills constituting the control-of-variables strategy (CVS) benefit from a comprehensive training, and which develop similarly during content-focused inquiry at ages 10–12. In addition, we examined whether prior knowledge, reasoning abilities, and reading comprehension explain variation in intervention effects. In a within-classroom, controlled field-experiment, half of N = 618 children from schools located in the German-speaking part of Switzerland were randomly assigned to a tr...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping.
Journal of Educational Psychology, Vol 115(6), Aug 2023, 798-812; doi:10.1037/edu0000802Asking good questions is vital for scientific learning and discovery, but improving this complex skill is a formidable challenge. Here, we show in two experiments (N = 152) that teaching others—learning-by-teaching—enhances one’s ability to generate higher-order research questions that create new knowledge, relative to two other well-established generative learning techniques: retrieval practice and concept-mapping. Learners who taught scientific expository texts across natural and social sciences topics by delivering video-record...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.
In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video (teach-to-camera condition), explain to a student face-to-face (teach-to-student condition), or explain to seven students face-to-face (teach-to-group condition), and then they engaged in the corresponding teaching activity, respectively. Compared to the other two groups, the teach-to-camera condition performed significantly better on a transfer test, reported significantly lower social presence, experienced significantly lower arousal as m...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.
Journal of Educational Psychology, Vol 115(5), Jul 2023, 715-731; doi:10.1037/edu0000805The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response papers, and integrating source information into argumentative essays. This randomized control trial included 23 instructors from two community colleges and 187 students. Outcome measures inclu...
Source: Journal of Educational Psychology - May 25, 2023 Category: Psychiatry & Psychology Source Type: research
