School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1881-1894; doi:10.1037/edu0000733Children who are excluded from school may end up being excluded from other social institutions. Yet little research has considered whether low school belonging is a risk factor for not being in education, employment, or training after graduation. Using two longitudinal cohorts from Australia (N = 14,082; 51% Boys), we explored this relationship. Controlling for a range of individual and school-level covariates, we found that low school belonging at age 15 is a consistent and practically significant predictor of not in education, emplo...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1801-1816; doi:10.1037/edu0000745We investigated the effects of a learning analytics-driven prediction modeling platform and a brief digital self-regulated learning skill training program targeted to support undergraduate biology students identified as likely to perform poorly in the course. A prediction model comprising prior knowledge scores and learning management system log data of student activities during the first 2 weeks in the course was applied to flag students who were likely to earn a C or worse (N = 143). Students who were flagged were randomized into a ...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1881-1894; doi:10.1037/edu0000733Children who are excluded from school may end up being excluded from other social institutions. Yet little research has considered whether low school belonging is a risk factor for not being in education, employment, or training after graduation. Using two longitudinal cohorts from Australia (N = 14,082; 51% Boys), we explored this relationship. Controlling for a range of individual and school-level covariates, we found that low school belonging at age 15 is a consistent and practically significant predictor of not in education, emplo...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1801-1816; doi:10.1037/edu0000745We investigated the effects of a learning analytics-driven prediction modeling platform and a brief digital self-regulated learning skill training program targeted to support undergraduate biology students identified as likely to perform poorly in the course. A prediction model comprising prior knowledge scores and learning management system log data of student activities during the first 2 weeks in the course was applied to flag students who were likely to earn a C or worse (N = 143). Students who were flagged were randomized into a ...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.
Children who are excluded from school may end up being excluded from other social institutions. Yet little research has considered whether low school belonging is a risk factor for not being in education, employment, or training after graduation. Using two longitudinal cohorts from Australia (N = 14,082; 51% Boys), we explored this relationship. Controlling for a range of individual and school-level covariates, we found that low school belonging at age 15 is a consistent and practically significant predictor of not in education, employment, or training (NEET) status at ages 16 to 20. We conclude that this relationship is u...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.
We investigated the effects of a learning analytics-driven prediction modeling platform and a brief digital self-regulated learning skill training program targeted to support undergraduate biology students identified as likely to perform poorly in the course. A prediction model comprising prior knowledge scores and learning management system log data of student activities during the first 2 weeks in the course was applied to flag students who were likely to earn a C or worse (N = 143). Students who were flagged were randomized into a flagged treatment (N = 79) or flagged control (N = 64) condition. We found that training s...
Source: Journal of Educational Psychology - April 21, 2022 Category: Psychiatry & Psychology Source Type: research
Lateral reading on the open Internet: A district-wide field study in high school government classes.
In a study conducted across an urban school district, we tested a classroom-based intervention in which students were taught online evaluation strategies drawn from research with professional fact checkers. Students practiced the heuristic of lateral reading: leaving an unfamiliar website to search the open Web before investing attention in the site at hand. Professional development was provided to high school teachers who then implemented six 50-minute lessons in a district-mandated government course. Using a matched control design, students in treatment classrooms (n = 271) were compared to peers (n = 228) in regular cla...
Source: Journal of Educational Psychology - April 14, 2022 Category: Psychiatry & Psychology Source Type: research
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math.
The effects of two interventions, one for parents (Intervention-P) and the other for students (Intervention-S), on children’s math motivation were examined. Intervention-P involved the sending of six letters to parents over 3 weeks to promote their growth mindset, gender-fair beliefs, and expectations for their child’s success in math. Intervention-S comprised five classroom sessions delivered over 2 months to strengthen students’ growth mindset and gender-fair beliefs in math. Using a cluster-randomized design, 467 third- and fourth-graders and their parents were randomly assigned in class units to the intervention ...
Source: Journal of Educational Psychology - April 7, 2022 Category: Psychiatry & Psychology Source Type: research
Impacts of the let’s know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children.
We report a multistate experiment of a supplemental, whole-class, language-focused curriculum delivered in prekindergarten and kindergarten classrooms that was designed to improve children’s language comprehension and thereby support later reading comprehension. We randomly assigned 69 prekindergarten classrooms (n = 361 children) and 56 kindergarten classrooms (n = 328 children) to receive language-focused intervention or to a control condition. Children in intervention conditions experienced one of two instantiations of Let’s Know! (Let’s Know! Broad or Let’s Know! Deep) as implemented by their classroom teachers...
Source: Journal of Educational Psychology - April 7, 2022 Category: Psychiatry & Psychology Source Type: research
Academic vocabulary volume in elementary grades disciplinary textbooks.
The purpose of the study was to assess the volume of academic vocabulary in elementary grades disciplinary textbooks. Academic vocabulary was examined in a corpus of best-selling elementary grades textbooks in three disciplinary areas—science, mathematics, and social studies. Academic words in texts were determined through automated procedures involving statistical modeling. Four academic vocabulary variables were created: Total Academic Words; Discipline-Match Academic Words (science domain-specific academic words in science textbooks, and so on); High Challenge Total Academic Words; and High Challenge Discipline-Match ...
Source: Journal of Educational Psychology - March 24, 2022 Category: Psychiatry & Psychology Source Type: research
Promoting integration and learning from multiple complementary texts.
Journal of Educational Psychology, Vol 114(8), Nov 2022, 1832-1843; doi:10.1037/edu0000746In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts about specific animals. These exemplar texts illustrated natural selection in different species but did not explicitly reference natural selection. Undergraduates were randomly assigned to one ...
Source: Journal of Educational Psychology - March 21, 2022 Category: Psychiatry & Psychology Source Type: research
Promoting integration and learning from multiple complementary texts.
In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts about specific animals. These exemplar texts illustrated natural selection in different species but did not explicitly reference natural selection. Undergraduates were randomly assigned to one of three groups: principles-text-first (n = 27), principles-text-last (n = 27), or no prin...
Source: Journal of Educational Psychology - March 21, 2022 Category: Psychiatry & Psychology Source Type: research
Individualized teacher frame of reference and student self-concept within and between school subjects.
Journal of Educational Psychology, Vol 115(2), Feb 2023, 309-329; doi:10.1037/edu0000737Perceived individualized teacher frame of reference (students’ perception that teacher feedback considers students’ effort and former achievements) assumingly positively affects academic self-concept, especially for low-performing students. Following Dimensional Comparison Theory, individualized teacher frame in one school subject might negatively affect self-concept in another subject. Using data of N = 34 771 students (PISA 2000 study) we examined relations between perceived individualized teacher frame of reference and self-conce...
Source: Journal of Educational Psychology - March 17, 2022 Category: Psychiatry & Psychology Source Type: research
Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?
Journal of Educational Psychology, Vol 115(1), Jan 2023, 36-54; doi:10.1037/edu0000741In the context of high-stakes qualifications, teachers may warn students of the negative consequences of failure as a tactic designed to increase engagement and, ultimately, achievement. Previous studies have shown that these types of messages, namely fear appeals, are indirectly related to engagement and achievement in different ways, depending on how they are evaluated by the student. When fear appeals are evaluated as a challenge, they are positively related to engagement and achievement. When evaluated as a threat, fear appeals are ne...
Source: Journal of Educational Psychology - March 17, 2022 Category: Psychiatry & Psychology Source Type: research
