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  Subjects -> PSYCHOLOGY (Total: 889 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 3)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 24)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 6)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 22)
ADHD Report The     Full-text available via subscription   (Followers: 8)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 43)
Advances in Mental Health     Hybrid Journal   (Followers: 74)
Advances in Physiotherapy     Hybrid Journal   (Followers: 58)
Advances in Psychology     Full-text available via subscription   (Followers: 62)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 30)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 5)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 418)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 34)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 18)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 38)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 24)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 22)
American Psychologist     Full-text available via subscription   (Followers: 200)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 70)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 30)
Annual Review of Psychology     Full-text available via subscription   (Followers: 227)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 25)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 14)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 70)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 34)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 20)
Applied Psychological Measurement     Hybrid Journal   (Followers: 19)
Applied Psychology     Hybrid Journal   (Followers: 206)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 49)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 21)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 27)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 4)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 11)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 11)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Journal of Psychology     Hybrid Journal   (Followers: 18)
Australian Psychologist     Hybrid Journal   (Followers: 12)
Autism Research     Hybrid Journal   (Followers: 36)
Autism Research and Treatment     Open Access   (Followers: 28)
Autism's Own     Open Access   (Followers: 1)
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 37)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 7)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 4)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 49)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 9)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 53)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 24)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 7)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 130)
Behavioural Processes     Hybrid Journal   (Followers: 8)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 17)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 141)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 37)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 33)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 43)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 58)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 67)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 8)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 15)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 14)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 28)
Child Development Research     Open Access   (Followers: 16)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access   (Followers: 1)
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 12)
Clinical Psychologist     Hybrid Journal   (Followers: 18)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 71)
Clinical Psychology and Special Education     Open Access   (Followers: 2)
Clinical Psychology Review     Hybrid Journal   (Followers: 40)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 21)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching : Theorie & Praxis     Open Access  
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 40)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 15)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 29)
Cognitive Psychology     Hybrid Journal   (Followers: 65)
Cognitive Research : Principles and Implications     Open Access   (Followers: 2)
Consciousness and Cognition     Hybrid Journal   (Followers: 30)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 4)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 23)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 11)
Counseling Psychologist     Hybrid Journal   (Followers: 16)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 10)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 24)
Counselling and Values     Hybrid Journal   (Followers: 3)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 11)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 6)
Creativity Research Journal     Hybrid Journal   (Followers: 23)
Creativity. Theories - Research - Applications     Open Access   (Followers: 3)
Criminal Justice Ethics     Hybrid Journal   (Followers: 8)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 14)
Cultural-Historical Psychology     Open Access   (Followers: 1)
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 12)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 53)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 3)
Current Opinion in Psychology     Hybrid Journal   (Followers: 5)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 15)
Decision     Full-text available via subscription   (Followers: 3)
Depression and Anxiety     Hybrid Journal   (Followers: 18)
Depression Research and Treatment     Open Access   (Followers: 14)
Developmental Cognitive Neuroscience     Open Access   (Followers: 18)
Developmental Neuropsychology     Hybrid Journal   (Followers: 17)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 46)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 15)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 28)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 50)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 7)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 36)
Emotion Review     Hybrid Journal   (Followers: 21)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)

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Journal Cover Contemporary Educational Psychology
  [SJR: 1.426]   [H-I: 71]   [23 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0361-476X - ISSN (Online) 1090-2384
   Published by Elsevier Homepage  [3089 journals]
  • Developing Low-Income Children’s Vocabulary and Content Knowledge
           through a Shared Book Reading Program
    • Abstract: Publication date: Available online 9 December 2017
      Source:Contemporary Educational Psychology
      Author(s): Susan B. Neuman, Tanya Kaefer
      This study examines the effects of a shared book intervention designed to improve low-income children’s oral language vocabulary and content knowledge in science. Classrooms (preK-through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N=36) and control groups (N=34). The year-long intervention involved children in read aloud books about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and post-tests examined child outcomes in vocabulary, science concepts, language, and knowledge of the information genre. Results indicated that pre-K and kindergartners’ learned significantly more words and science concepts than controls. Growth for ELL students exceeded that of native English speakers. Standardized scores in language, however, remained largely flat.

      PubDate: 2017-12-13T04:03:38Z
  • Elementary school children’s understanding of science: The
           implementation of an extracurricular science intervention
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Julia Schiefer, Jessika Golle, Maike Tibus, Ulrich Trautwein, Kerstin Oschatz
      The promotion of students’ achievement and competence in the so-called STEM disciplines is one cornerstone of current educational research and practice. In particular, as early as elementary school, the fostering of an adequate understanding of science is a normative goal of science education. It facilitates students’ science learning and enables them to understand the nature and development of scientific knowledge. Based on the relevance of the promotion of young children’s understanding of science, a corresponding science intervention was recently developed and successfully evaluated in a first study under highly controlled conditions. The goal of the present study was to investigate the effectiveness of this intervention when implemented in practice. One hundred seventeen third- and fourth-grade students and 10 trained course instructors participated in this study. We applied a randomized block design with waitlist control groups and repeated measures. The results revealed that children assigned to the intervention compared with children assigned to the waitlist control group showed better inquiry-related methodological competencies (a better understanding of the scientific inquiry cycle and experimentation strategies) and a higher need for cognition. The findings point to the successful implementation of the intervention and are compared with the results of the first study.

      PubDate: 2017-11-09T05:51:29Z
  • Broadening the nomological network of classroom goal structures using
           doubly latent multilevel modeling
    • Abstract: Publication date: Available online 31 October 2017
      Source:Contemporary Educational Psychology
      Author(s): Gholam Hassan Khajavy, Lisa Bardach, Seyyedeh Mina Hamedi, Marko Lüftenegger
      Studies investigating the effects of classroom goal structures have focused on relations with achievement goals. Furthermore, most of these studies were conducted in Western countries, leaving it open to question whether the derived results apply to other cultural contexts as well. Additionally, the recent methodological development of doubly latent multilevel modeling has not yet been employed in classroom goal structures research. Therefore, this study used doubly latent multilevel modeling to examine the relations between mastery classroom goal structures and a set of motivational constructs (self-efficacy, self-concept, interest, personal best goals, achievement goals) in Iran. Relations between motivational constructs and academic achievement were also investigated. A sample of 1200 Iranian secondary school students filled out a questionnaire during regular class hours. Results indicated positive relations between mastery classroom goal structures and all motivational constructs at the classroom level. At the individual student level, positive relations between all motivational constructs and achievement were shown.

      PubDate: 2017-11-01T20:00:04Z
  • Dimensional Comparisons: How Academic Track Students’ Achievements are
           Related to Their Expectancy and Value Beliefs Across Multiple Domains
    • Abstract: Publication date: Available online 25 October 2017
      Source:Contemporary Educational Psychology
      Author(s): Hanna Gaspard, Allan Wigfield, Yi Jiang, Benjamin Nagengast, Ulrich Trautwein, Herb W. Marsh
      In the present study, we investigated how students’ expectancies and values can be predicted by their achievements in multiple domains. Our major aim was to extend previous findings on dimensional comparison processes for expectancies to task values while systematically comparing multiple value facets defined in expectancy-value theory. We assessed the expectancies, values, and achievements of N = 857 students in Grades 5 to 12 from two German academic track schools in five academic domains. The results for students’ expectancies largely supported the predictions that were derived from dimensional comparison theory: We found strong evidence for negative cross-domain paths between achievements and expectancies in “far” domains such as math and languages, indicating contrast effects. There were also some positive cross-domain paths between achievements and expectancies in “near” domains such as math and physics, indicating assimilation effects. We also found similar patterns of cross-domain paths for students’ values. However, the results varied substantially across the nine value facets under investigation. We found the strongest evidence for dimensional comparison processes for the value facets most closely related to expectancy (e.g., intrinsic value and cost facets), whereas we found only a little evidence for dimensional comparison processes for the facets of utility value.

      PubDate: 2017-11-01T20:00:04Z
  • Impact of text availability and question format on reading comprehension
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Antonio Ferrer, Eduardo Vidal-Abarca, Maria-Ángeles Serrano, Ramiro Gilabert
      We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading.

      PubDate: 2017-10-26T00:44:31Z
  • School attachment and relatedness with parents, friends and teachers as
           predictors of students’ intrinsic and identified regulation
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Frédéric Guay, Anne-Sophie Denault, Stéphanie Renauld
      This longitudinal study examined the role of school attachment and three sources of relatedness (friends, parents, teachers) in predicting students’ intrinsic and identified regulation. A total of 946 high school students from disadvantaged neighborhoods completed self-report measures. Results of a CFA provided support for the distinctiveness of the sources of relatedness and school attachment. Results of SEM revealed that school attachment predicted intrinsic regulation, whereas relatedness to teachers predicted identified regulation. Relatedness to parents and friends did not explain a significant percentage of the variance in outcomes. All results were obtained while controlling for initial levels of the outcomes. In sum, students with low levels of intrinsic and identified regulation for learning activities may benefit from practices designed to increase school attachment and relatedness with their teachers.

      PubDate: 2017-10-26T00:44:31Z
  • Simultaneous Testing of Four Decades’ Academic Self-Concept Models
    • Abstract: Publication date: Available online 13 October 2017
      Source:Contemporary Educational Psychology
      Author(s): Munirah Shaik Kadir, Alexander Seeshing Yeung, Thierno M.O. Diallo
      In separate studies on academic self-concept, previous research has shown: (1) the distinctiveness of a cognitive and an affective component, (2) the domain specificity of self-concepts, (3) the reciprocal effects of self-concept and achievement, (4) the internal/external frame of reference in self-concept development, (5) the reciprocal effects of the internal/external frame of reference, (6) the big-fish-little-pond-effect, and (7) the interrelatedness of self-concepts in similar domains. The present study demonstrates that all of these seven findings are replicable and may be synthesized in a single study with a sample of students in Singapore. Secondary 1 students (7th graders; N = 275) were surveyed with 24 items about their academic self-concepts in physics, English, and math in two components (cognitive and affective), and their respective achievement scores were recorded over two time points. Confirmatory factor analysis found that the cognitive and affective components of academic self-concept were separable. The students’ self-concepts in different curriculum domains were distinct, supporting the domain specificity of self-concepts. The frame of reference and reciprocal effects were both supported, but only for the cognitive component of self-concept. Positive and statistically significant correlations between physics and math suggest that these curriculum domains were interrelated. Results of self-concept studies in schools can encourage and guide the design of interventions that could enhance students’ self-concept for positive sustainable effects on desirable educational outcomes. Attempts to improve learning outcomes should emphasize an enhancement of specific components of academic self-concept in domain-specific and related curriculum domains for optimal effects.

      PubDate: 2017-10-14T14:16:04Z
  • Students’ Multiple State Goals as a Function of Appraisals, Trait Goals,
           and Their Interactions
    • Abstract: Publication date: Available online 4 October 2017
      Source:Contemporary Educational Psychology
      Author(s): Kathrin Bürger, Manfred Schmitt
      Although many motivational theories have emphasized that person- and situation-based aspects should be recognized simultaneously when explaining actual learning behavior, not much is known about the occurrence of state goals. The model of adaptive learning (Boekaerts & Niemivierta, 2000) proposes that state goals are influenced by trait goals, perceptions of the situation (i.e., appraisals), and interactions between trait goals and appraisals. Nevertheless, empirical evidence for this model is scarce. The present study aimed to overcome this research deficit by integrating trait goals and appraisals as well as their interactions in explaining state goals in authentic learning episodes. As suggested by Boekaerts and Niemivierta (2000), we adopted a multiple-goal approach and included achievement goals (i.e., mastery, performance-approach, and performance-avoidance goals) as well as well-being goals (i.e., affiliation and work-avoidance goals). They outlined the meaning of perceived relevance and autonomy for learning behavior. Therefore, we included both appraisals in our study. Using longitudinal data with one trait and two state measurements (N = 542), we applied structural equation modeling to test three different effect models with latent variables: an additive effect model, a reactive effect model, and an interaction effect model. Our data did not fit the reactive effect model: Trait goals did not impact appraisals. The joint influence of trait goals and appraisals on state goals was not unitary but multiform: Additive and multiplicative relations between trait goals and appraisals explained the occurrence of state goals. State goals are important predictors of proximal learning behavior. Thus, these results are important for theory development and for practitioners.

      PubDate: 2017-10-11T08:00:21Z
  • Effects of social pressure and child failure on parents’ use of control:
           An experimental investigation
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Dorien Wuyts, Maarten Vansteenkiste, Elien Mabbe, Bart Soenens
      Because research has shown that controlling parenting is related to general and school-related maladjustment in children, there is a need to examine antecedents of controlling parenting. In this study, we addressed the role of two sources of pressure (i.e., social pressure eliciting ego-involvement and child failure) on parents’ situational use of control. 124 parents worked with their 5th or 6th grade children on a puzzle task. The two sources of pressure were induced experimentally in a 2×2 design, with parents receiving instructions eliciting either ego-involvement or task-involvement and with children either failing or succeeding in the task. Following the task, there was a free choice period in which dyads could choose whether or not to make additional puzzles. In both phases of the experiment, we coded parents’ controlling interaction style, dyadic reciprocity, performance, and parents’ and children’s engagement. Additionally, in the free-choice period the dyads’ degree of persistence was registered. While induced child failure was related positively to parents’ controlling style during the initial puzzle activity, induced social pressure was related to parents’ controlling style in the free-choice period. In turn, a controlling style was related negatively to performance, reciprocity, and engagement. The findings confirm that parents’ use of a controlling style is a multi-determined phenomenon affected by different sources of pressure and undermining children’s performance and engagement.

      PubDate: 2017-10-11T08:00:21Z
  • The Merits of Representational Pictures in Educational Assessment:
           Evidence for Cognitive and Motivational Effects in a Time-on-Task Analysis
    • Abstract: Publication date: Available online 30 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Marlit Annalena Lindner, Oliver Lüdtke, Simon Grund, Olaf Köller
      Adding representational pictures (RPs) to text-based items has been shown to improve students’ test performance. Focusing on potential explanations for this multimedia effect in testing, we propose two functions of RPs in testing, namely, (1) a cognitive facilitation function and (2) a motivational function. We found empirical support for both functions in this computer-based classroom experiment with N = 410 fifth and sixth graders. All students answered 36 manipulated science items that either contained (text-picture) or did not contain (text-only) an RP that visualized the text information in the item stem. Each student worked on both item types, following a rotated within-subject design. We measured students’ (a) solution success, (b) time on task (TOT), and identified (c) rapid-guessing behavior (RGB). We used generalized and linear mixed-effects models to investigate RPs’ impact on these outcome parameters and considered students’ level of test engagement and item positions as covariates. The results indicate that (1) RPs improved all students’ performance across item positions in a comparable manner (multimedia effect in testing). (2) RPs have the potential to accelerate item processing (cognitive facilitation function). (3) The presence of RPs reduced students’ RGB rates to a meaningful extent (motivational function). Overall, our data indicate that RPs may promote more reliable test scores, supporting a more valid interpretation of students’ achievement levels.

      PubDate: 2017-10-03T16:06:54Z
  • Spontaneous focusing on quantitative relations as a predictor of rational
           number and algebra knowledge
    • Abstract: Publication date: Available online 23 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Jake McMullen, Minna M. Hannula-Sormunen, Erno Lehtinen
      Spontaneous Focusing On quantitative Relations (SFOR) has been found to predict the development of rational number conceptual knowledge in primary students. Additionally, rational number knowledge has been shown to be related to later algebra knowledge. However, it is not yet clear: (a) the relative consistency of SFOR across multiple measurement points, (b) how SFOR tendency and rational number knowledge are inter-related across multiple time points, and (c) if SFOR tendency also predicts algebra knowledge. A sample of 140 third to fifth graders were followed over a four-year period and completed measures of SFOR tendency, rational number conceptual knowledge, and algebra knowledge. Results revealed that the SFOR was relatively consistent over a one-year period, suggesting that SFOR is not entirely context-dependent, but a more generalizable tendency. SFOR tendency was in a reciprocal relation with rational number conceptual knowledge, each being uniquely predictive of the other over a four-year period. Finally, SFOR tendency predicted algebra knowledge three-years later, even after taking into account non-verbal intelligence and rational number knowledge. The results of the present study provide further evidence that individual differences in SFOR tendency may have an important role in the development of mathematical knowledge, including rational numbers and algebra.

      PubDate: 2017-09-26T15:38:13Z
  • Very Long-Term Retention of the Control of Variables Strategy Following a
           Brief Intervention
    • Abstract: Publication date: Available online 13 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Robert F. Lorch, Elizabeth P. Lorch, Benjamin Freer, William J. Calderhead, Emily Dunlap, Emily C. Reeder, Jessica Van Neste, Hung-Tao Chen
      Middle school students (n = 354) were tested for their understanding of the control of variables strategy (CVS) 2.5 years after participating in a study comparing three different interventions for teaching CVS. The key finding was that the pattern of effects observed in the 4th grade continued to be observed in the 6th grade. This was because (a) students who had mastered CVS in the 4th grade were likely to continue to perform at mastery levels in the 6th grade whereas (b) the learning of students who had not mastered CVS in 4th grade was independent of the teaching intervention they had received in the 4th-grade study. These findings demonstrate that a brief intervention of direct instruction in CVS can produce long-lasting learning of the principle of controlling variables.

      PubDate: 2017-09-14T06:43:25Z
  • Pathways to Reading, Mathematics, and Science: Examining Domain-General
           Correlates in Young Chinese Children
    • Abstract: Publication date: Available online 12 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Xiao Zhang, Bi Ying Hu, Lixin Ren, Xitao Fan
      Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. The present study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to the early acquisition of reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary and self-regulatory skills were associated with Chinese reading, mathematics, and science (life sciences in particular), whereas spatial skills were related to Chinese reading and mathematics but not science. The findings suggest that foundational domain-general skills may provide the building blocks for children’s acquisition of academic skills.

      PubDate: 2017-09-14T06:43:25Z
  • Exploring the Influence of Homogeneous Versus Heterogeneous Grouping on
           Students’ Text-Based Discussions and Comprehension
    • Abstract: Publication date: Available online 8 September 2017
      Source:Contemporary Educational Psychology
      Author(s): P. Karen Murphy, Jeffrey A. Greene, Carla M. Firetto, Mengyi Li, Nikki G. Lobczowski, Rebekah F. Duke, Liwei Wei, Rachel M.V. Croninger
      Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was conducted to examine the ways in which group composition influenced students’ discourse and comprehension. Fourth- and fifth-grade students (N = 62) were randomly assigned to either a homogeneous or heterogeneous ability small-group discussion. All students engaged in Quality Talk, a theoretically- and empirically-supported intervention using small-group discussion to promote high-level comprehension. Multilevel modeling revealed that, on average, students displayed positive, statistically and practically significant gains in both basic and high-level comprehension performance over the course of Quality Talk. Further, our findings indicated heterogeneous ability grouping was more beneficial than homogeneous ability grouping for high-level comprehension, on average, with low-ability students struggling more in homogeneous grouping. With respect to student discourse, additional quantitative and qualitative analyses revealed group composition differences in terms of the frequency, duration, and quality of student questions and responses, as well as the types of discourse low-ability students enacted in homogeneous groups. This study expands upon the extant literature and informs future research and practice on group composition methods.

      PubDate: 2017-09-14T06:43:25Z
  • Classroom Interaction and Literacy Activities in Kindergarten:
           Longitudinal Links to Grade 1 Readers at Risk and not at Risk of Reading
    • Abstract: Publication date: Available online 6 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Gintautas Silinskas, Eija Pakarinen, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari-Erik Nurmi
      The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk.

      PubDate: 2017-09-08T06:23:30Z
  • Does it Matter How Molly Does it' Person-Presentation of Strategies
           and Transfer in Mathematics
    • Abstract: Publication date: Available online 5 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Anne E. Riggs, Martha W. Alibali, Charles W. Kalish
      Educational materials often present general concepts or strategies via specific people. Although this practice may enhance interest, it may also have costs for learning and transfer. Linking a strategy to a person (e.g., “Molly’s strategy”) could result in narrower transfer because students infer that the strategy is specific to the person, rather than a general strategy they should adopt. The present study tested this hypothesis among middle school students (N = 191) who learned a novel strategy for solving a mathematics story problem. For some students, the strategy example was presented via a specific person, and for others it was not. Students then solved posttest problems and rated the generality of the strategy. Students who saw the example without the person were more likely to transfer the strategy to new problems, and this effect was mediated by students’ perceptions of the strategy’s generality. Thus, associating information with a person substantially limits the extent to which students transfer their knowledge.

      PubDate: 2017-09-08T06:23:30Z
  • Changes in beginning teachers’ classroom management knowledge and
           emotional exhaustion during the induction phase
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Thamar Voss, Wolfgang Wagner, Uta Klusmann, Ulrich Trautwein, Mareike Kunter
      The first years on the job are very challenging for teachers (e.g., Fives, Hamman, & Olivarez, 2007; Goddard, O’Brien, & Goddard, 2006). Two of the main challenges are to learn to regulate the highly complex classroom situations (Jones, 2006) and to regulate their own emotional resources (Chang, 2009). Accordingly, in the present study, we investigated changes in teacher candidates’ classroom management knowledge as well as emotional exhaustion at the beginning of their teaching careers. We applied latent change models to a sample of 746 teacher candidates who were assessed twice during the German induction phase (the Referendariat). We found evidence for a significant increase in teacher candidates’ classroom management knowledge during the induction phase. Emotional exhaustion increased during the first year and decreased during the second year of the induction phase. We also investigated between-person differences in the changes. Classroom management knowledge was predicted by the teacher candidates’ cognitive personal characteristics (e.g., cognitive abilities and willingness to reflect), whereas emotional exhaustion was predicted by noncognitive personal characteristics (e.g., emotional stability) as well as variables related to the induction phase (e.g., perceived mentoring quality and teaching load). Classroom management knowledge and emotional exhaustion were only modestly associated.

      PubDate: 2017-09-02T05:55:15Z
  • Using an opportunity-propensity framework to estimate individual-,
           classroom-, and school-level predictors of middle school science
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Ryan W. Lewis, George Farkas
      Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (N=4447), this analysis employs an opportunity-propensity (O-P) framework (Byrnes, 2003; Byrnes & Miller, 2007; Byrnes & Wasik 2009) to examine the influence of multiple student, teacher, classroom, and school factors on eighth-grade science achievement. Saçkes, Trundle, Bell, and O’Connell (2011) fit an O-P structural equation model (SEM) to the same database to explain science achievement growth from Kindergarten to third grade. We extend this work by fitting an O-P SEM to this database to predict science achievement growth from fifth to eighth grade. This middle school model includes an opportunity variable – science curriculum track placement – that operates only in middle and high school. This variable and the school’s poverty rate are significant predictors of several opportunity factors. We replicate previous findings that propensity factors are the strongest determinants of science achievement, notably prior achievement. However, we find more opportunity factors than previous studies that are also significant. Other things being equal, having a state-certified teacher is the second strongest predictor of achievement within the model. Placement in a science honors course and being enrolled in a low income school are also linked to small but significant impacts on science achievement.

      PubDate: 2017-09-02T05:55:15Z
  • Affective profiles and academic success in a college science course
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Kristy A. Robinson, John Ranellucci, You-kyung Lee, Stephanie V. Wormington, Cary J. Roseth, Lisa Linnenbrink-Garcia
      The current study identified affective profiles and examined their relations to behavioral engagement and disengagement as well as achievement among undergraduate students enrolled in a college anatomy course (N =278). Cluster analysis was used to identify four affective profiles: Positive, Deactivated, Negative, and Moderate-Low. Students in the Positive and Deactivated profiles were more engaged, less disengaged, and earned higher grades on subsequent exams than those in Moderate-Low and Negative profiles, which did not differ from one another. Subsequent analyses indicated that the relation of affective profiles to achievement was mediated through engagement. Results provide support for the importance of examining students’ mixed affective experiences in terms of both valence and activation dimensions, adding important contributions to largely variable-oriented literature on academic affect and its relation to engagement and achievement.

      PubDate: 2017-09-02T05:55:15Z
  • Effects of teacher framing on student engagement during collaborative
           reasoning discussions
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Amanda R. Baker, Tzu-Jung Lin, Jing Chen, Narmada Paul, Richard C. Anderson, Kim Nguyen-Jahiel
      Collaborative argumentation can enhance students’ reasoning, content learning, and interest, but these benefits are contingent upon high levels of student engagement. This study examined the influence of teacher framing strategies that provided autonomy support and structure on students’ engagement during Collaborative Reasoning discussions through the lens of self-determination theory. Transcripts and video recordings of 52 discussions in six fourth-grade classrooms were analyzed for (a) teacher framing strategies used to communicate structure and autonomy support for the upcoming discussion, (b) teacher scaffolding strategies used to enhance thinking and interaction during the discussion, and (c) students’ cognitive-behavioral and social-emotional engagement during the discussion. The findings identified certain teacher framing and teacher scaffolding strategies that had a significant influence on student engagement. Notably, one teacher framing strategy, collaborative rule-setting, predicted higher cognitive-behavioral and social-emotional engagement after controlling for the effects of teacher scaffolding during the discussions. The evidence suggests that providing task structure in autonomy-supportive ways can enhance student engagement during collaborative argumentation.

      PubDate: 2017-09-02T05:55:15Z
  • Generalizability of achievement goal profiles across five cultural groups:
           More similarities than differences
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): David Litalien, Alexandre J.S. Morin, Dennis M. McInerney
      Previous results have shown possible cultural differences in students’ achievement goals endorsement and in their relations with various predictors and outcomes. In this person-centered study, we sought to identify achievement goal profiles and to assess the extent to which these configurations and their associations with predictors and outcomes generalize across cultures. We used a new statistical approach to assess latent profile similarities across adolescents from five cultural backgrounds (N =2643, including Non-Indigenous Australians, Indigenous Australians, Indigenous American, Middle Easterners, and Asians). Our results supported the cross-cultural generalizability of the profiles, their predictors, and their outcomes. Five similar profiles were identified in each cultural group, but their relative frequency differed across cultures. The results revealed advantages of exploring multidimensional goal profiles.

      PubDate: 2017-09-02T05:55:15Z
  • Passion for math: Relationships between teachers’ emphasis on class
           contents usefulness, motivation and grades
    • Abstract: Publication date: Available online 1 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Zuleica Ruiz-Alfonso, Jaime León
      The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students’ harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students’ harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.

      PubDate: 2017-09-02T05:55:15Z
  • Examining an Extended Simple View of Reading in Chinese: The Role of
           Naming Efficiency for Reading Comprehension
    • Abstract: Publication date: Available online 1 September 2017
      Source:Contemporary Educational Psychology
      Author(s): Connie Suk-Han Ho, Mo Zheng, Catherine McBride, Lucy Shih Ju Hsu, Mary M.Y. Waye, Jocelyn Ching-Yan Kwok
      The simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1 to 3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-minute word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modelling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills.

      PubDate: 2017-09-02T05:55:15Z
  • Stability, Change, and Implications of Students’ Motivation Profiles: A
           Latent Transition Analysis
    • Abstract: Publication date: Available online 24 August 2017
      Source:Contemporary Educational Psychology
      Author(s): Nicolas Gillet, Alexandre J.S. Morin, Johnmarshall Reeve
      This study examines profiles of University students defined based on the types of behavioral regulation proposed by self-determination theory (SDT), as well as the within-person and within-sample stability in these academic motivation profiles across a two-month period. This study also documents the implications of these profiles for students’ engagement, disengagement, and achievement, and investigates the role of self-oriented perfectionism in predicting profile membership. A sample of 504 first-year undergraduates completed all measures twice across a two-month period. Latent profile analysis and latent transition analysis revealed six distinct motivation profiles, which proved identical across measurement points. Membership into the Autonomous, Strongly Motivated, Poorly Motivated, and Controlled profiles was very stable over time, while membership into the Moderately Autonomous and Moderately Unmotivated profiles was moderately stable. Self-oriented perfectionism predicted a higher likelihood of membership into the Autonomous and Strongly Motivated profiles, and a lower likelihood of membership into the Controlled profile. The Autonomous, Strongly Motivated, and Moderately Autonomous profiles were associated with the most positive outcomes, while the Poorly Motivated and Controlled profiles were associated with the most negative outcomes. Of particular interest, the combination of high autonomous motivation and high controlled motivation (Strongly Motivated profile) was associated with positive outcomes, which showed that autonomous motivation was able to buffer even high levels of controlled motivation.

      PubDate: 2017-09-02T05:55:15Z
  • Social and Dimensional Comparisons in Math and Verbal Test Anxiety:
           Within- and Cross-domain Relations with Achievement and the Mediating Role
           of Academic Self-concept
    • Abstract: Publication date: Available online 17 August 2017
      Source:Contemporary Educational Psychology
      Author(s): A. Katrin Arens, Michael Becker, Jens Möller
      The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed.

      PubDate: 2017-09-02T05:55:15Z
  • Peer and Teacher Influences on the Motivational Climate in Physical
           Education: A Longitudinal Perspective on Achievement Goal Adoption
    • Abstract: Publication date: Available online 5 August 2017
      Source:Contemporary Educational Psychology
      Author(s): Victoria E Warburton
      This study examined the temporal patterns and concurrent effects of teachers and peers on the motivational climate to student’s achievement goal adoption in the physical education (PE) classroom. On three occasions, over the course of one school year, 655 students in Years 7, 8, and 9 of a secondary school completed measures of approach-avoidance goal adoption, perceptions of the teacher-created motivational climate and perceptions of the peer-created motivational climate in PE. Measures were taken towards the end of each school term. Perceptions of a teacher mastery climate were found to decrease over the course of the school year, while perceptions of a peer performance climate increased. Multilevel analyses considered the intraindividual, interindividual and interclass levels and revealed that perceptions of both the teacher and peer climate influenced student achievement goal adoption over the course of the school year. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on the motivational climate in order to understand the dynamics of student motivation in the PE classroom.

      PubDate: 2017-09-02T05:55:15Z
  • Learning disabilities, attention-deficit hyperactivity disorder, and
           executive functioning: Contributions from educational psychology in
           progressing theory, measurement, and practice
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Kristie J. Newton, Rayne A. Sperling, Andrew J. Martin

      PubDate: 2017-09-02T05:55:15Z
  • Academic red-shirting and academic achievement among students with ADHD
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Lucy Barnard-Brak, Tara Stevens, Evan Albright
      Academic red-shirting via voluntary delayed school entry is a debatable practice for students but has been argued a potentially viable practice for children with a range of disabilities by providing students “the gift of time.” The current study (n = 21,409) indicated that children with ADHD (n = 1057) were more likely to be red-shirted as compared to children without ADHD (n = 20,352). We examined the academic trajectories of those children with ADHD who were red-shirted versus children with ADHD who were not red-shirted. Results revealed no meaningful association of red-shirting with academic achievement across time. We subsequently examined the relationship of red-shirting and academic achievement among children with ADHD who received medication (n = 426) versus children with ADHD who did not receive medication (n = 631). Among children with medicated ADHD, the negative association of red-shirting with achievement across time was stronger but medication received was also associated with more severe symptoms of inattention across time, which may account for this relationship. Academic red-shirting does not appear to be especially beneficial for students with ADHD (medicated or not) in terms of academic achievement across time.

      PubDate: 2017-09-02T05:55:15Z
  • ADHD, personal and interpersonal agency, and achievement: Exploring links
           from a social cognitive theory perspective
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Andrew J. Martin, Emma C. Burns, Rebecca J. Collie
      Harnessing social cognitive theory (SCT), we investigated the roles of personal agency (self-efficacy and perceived control) and interpersonal agency (relational support) in the academic achievement (via literacy and numeracy testing) of students with attention-deficit/hyperactivity disorder (ADHD) and their non-ADHD peers. A sample of N =164 students diagnosed with ADHD were investigated alongside N =4658 non-ADHD peers in the same schools and year levels. Using structural equation modeling, findings showed that self-efficacy and relational support were consistently associated with better academic achievement for both groups, but with positive effects significantly stronger for students with ADHD than for students without ADHD. Although perceived control was significantly associated with achievement for students without ADHD and not significantly so for students with ADHD, there was not much difference in absolute size of perceived control effects for the two groups. Findings are relevant to theory, research, and practice identifying motivational factors and processes that may assist in closing well-known achievement gaps for students with ADHD whilst also maintaining positive outcomes for students without ADHD.

      PubDate: 2017-09-02T05:55:15Z
  • Executive functioning deficits increase kindergarten children's risk for
           reading and mathematics difficulties in first grade
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Paul L. Morgan, Hui Li, George Farkas, Michael Cook, Wik Hung Pun, Marianne M. Hillemeier
      Whether executive functioning deficits result in children experiencing learning difficulties is presently unclear. Yet evidence for these hypothesized causal relations has many implications for early intervention design and delivery. We used a multi-year panel design, multiple criterion and predictor variable measures, extensive statistical control for potential confounds including autoregressive prior histories of both reading and mathematics difficulties, and additional epidemiological methods to preliminarily examine these hypothesized relations. Results from multivariate logistic regression analyses of a nationally representative and longitudinal sample of 18,080 children (i.e., the Early Childhood Longitudinal Study – Kindergarten Cohort of 2011, or ECLS-K: 2011) indicated that working memory and, separately, cognitive flexibility deficits uniquely increased kindergarten children's risk of experiencing reading as well as mathematics difficulties in first grade. The risks associated with working memory deficits were particularly strong. Experimentally-evaluated, multi-component interventions designed to help young children with reading or mathematics difficulties may also need to remediate early deficits in executive function, particularly in working memory.

      PubDate: 2017-09-02T05:55:15Z
  • Cognitive flexibility deficits in children with specific reading
           comprehension difficulties
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Kelly B. Cartwright, Elizabeth A. Coppage, Amanda B. Lane, Terrain Singleton, Timothy R. Marshall, Cassandra Bentivegna
      Substantial research indicates decoding difficulties are a primary contributor to reading comprehension problems. Yet, far less is known about sources of reading comprehension problems when readers' decoding abilities are appropriate for grade level (i.e., specific reading comprehension difficulties; RCD). Executive functioning contributes uniquely to RCD beyond traditional predictors, such as decoding ability and vocabulary. However, of the three core executive functions, working memory and inhibition have received relatively more research attention than cognitive flexibility, even though readers with RCD typically focus inflexibly on decoding processes without attention to meaning. Two studies assessed the contribution of cognitive flexibility to RCD. Study 1 employed a matched sampling approach to examine general and reading-specific cognitive flexibility in 24 readers with RCD and 24 typically developing readers (from a pool of 140 students) at the end of 1st and 2nd grades. Readers with RCD were significantly lower in reading-specific cognitive flexibility than typically developing peers, even when decoding, verbal ability, nonverbal matrix reasoning ability, and vocabulary were controlled; a similar, though not significant, difference emerged for general, color-shape cognitive flexibility. Study 2 revealed a teacher-delivered cognitive flexibility intervention produced significant improvements in reading comprehension for students with RCD (n = 18) who had not shown significant growth prior to intervention; after intervention, their reading comprehension growth was comparable to typically developing controls (n = 21).

      PubDate: 2017-09-02T05:55:15Z
  • Identifying learning difficulties with fractions: A longitudinal study of
           student growth from third through sixth grade
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Nicole Hansen, Nancy C. Jordan, Jessica Rodrigues
      The present longitudinal study examined growth in fraction knowledge between third and sixth grades (N = 536). Students were administered fraction concepts and procedures measures twice yearly through sixth grade. Analyses revealed empirically distinct growth classes on both measures. Of particular interest were students who started low and made little progress after three years of instruction in fractions, compared to those who started low but made good progress. Poorer language, attention, whole number line estimation, and calculation fluency in third grade significantly increased the odds of membership in a low-growth trajectory class for fraction concepts, while poorer attention and calculation fluency predicted membership in a low-growth trajectory class for fraction procedures. Students classified as receiving special education services in school, many of whom had diagnosed learning disabilities, were 2.5 times more likely to experience low growth in fraction concepts than their peers who were not receiving special education and 11.5 times more likely to experience low growth in fraction procedures. Students with persistent difficulties in fraction knowledge also were much less likely to meet state standards on a mathematics achievement test, portending problems in more advanced mathematics.

      PubDate: 2017-09-02T05:55:15Z
  • Reading motivation and later reading achievement for students with reading
           disabilities and comparison groups (ADHD and typical): A 3-year
           longitudinal study
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): Jiyeon Lee, Sydney S. Zentall
      This study examined the time-course relationship between reading motivation and later reading achievement for students with reading disabilities (RD) and comparison groups (ADHD and typical). The 3-year longitudinal analysis of 76 students replicated prospective work with all students by reporting reduced motivation and novel findings of reduced reading behavior from elementary to middle schools. Students with RD maintained low intrinsic and extrinsic reading motivation in their transition to middle school but also decreased their reading for school; the ADHD group also decreased reading for school and for personal enjoyment and also reported the greatest reduction in extrinsic motivation. We provided partial support for theoretical hypotheses but failed to document an increase in extrinsic motivation in response to failure for the RD group.

      PubDate: 2017-09-02T05:55:15Z
  • Domain-specific metacognitive calibration in children with learning
    • Abstract: Publication date: July 2017
      Source:Contemporary Educational Psychology, Volume 50
      Author(s): N. Crane, A. Zusho, Y. Ding, A. Cancelli
      Research has shown that a student’s self-efficacy levels can predict his or her academic performance. Although moderate overconfidence in one’s abilities is beneficial, research has demonstrated that students who can calibrate (i.e., accurately assess their abilities) are more likely to achieve higher levels of academic performance. Individuals with learning disabilities have been found in previous studies to have poor levels of calibration when compared to typically developing students, particularly on academic tasks. Building on this line of research, this study examined the self-efficacy and metacognitive calibration of students with learning disabilities across both academic and non-academic contexts. Twenty-nine students with learning disabilities were given both an academic and a non-academic task and asked to predict their performance on both tasks. Multiple calibration scores were calculated by comparing participants’ expected performance to their actual performance. Overall, students reported reduced metacognitive calibration on both academic and non-academic tasks; however, their patterns were more extreme for the non-academic task. Specifically, students reported much higher levels of self-efficacy for the non-academic task despite much lower metacognitive calibration scores. These findings point to the possibility that the history of failure experienced by students with learning disabilities on academic tasks may actually improve their calibration with those tasks and that they may have an overall deficit in their ability to predict their own abilities.

      PubDate: 2017-09-02T05:55:15Z
  • A Well-Rounded View: Using an Interpersonal Approach to Predict
           Achievement by Academic Self-Concept and Peer Ratings of Competence
    • Abstract: Publication date: Available online 29 July 2017
      Source:Contemporary Educational Psychology
      Author(s): Thomas Lösch, Oliver Lüdtke, Alexander Robitzsch, Augustin Kelava, Benjamin Nagengast, Ulrich Trautwein
      Academic self-concept is a prominent construct in educational psychology that predicts future achievement. Similarly, peer ratings of competence predict future achievement as well. Yet do self-concept ratings have predictive value over and above peer ratings of competence' In this study, the interpersonal approach (Kwan, John, Kenny, Bond, & Robins, 2004) was applied to academic self-concept. The interpersonal approach decomposes the variance in self-concept ratings into a “method” part that is due to the student as the rater (perceiver effect), a shared “trait” part that is due to the student’s perceived achievement (target effect), and an idiosyncratic self-view (self-enhancement). In a round-robin design of competence ratings in which each student in a class rated every classmate’s competence, a total of 2,094 school students in 89 classes in two age cohorts rated their own math competence and the math competence of their classmates. Three main results emerged. First, self-concept ratings and peer ratings of competence had a substantial overlap in variance. Second, the shared “trait” part of the competence ratings was highly correlated with achievement and predicted gains in achievement. Third, the idiosyncratic self-view had a small positive association with (future) achievement. Altogether, this study introduces the interpersonal approach as a general framework for studying academic self-concept and peer ratings of competence in an integrated way.

      PubDate: 2017-08-03T05:04:05Z
  • Counting errors as a window onto children's place-value concept
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Winnie Wai Lan Chan, Terry K. Au, Nathan T.T. Lau, Joey Tang

      PubDate: 2017-07-12T03:36:40Z
  • Covariation between reading and arithmetic skills from Grade 1 to Grade 7
    • Abstract: Publication date: October 2017
      Source:Contemporary Educational Psychology, Volume 51
      Author(s): Heidi Korpipää, Tuire Koponen, Mikko Aro, Asko Tolvanen, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi
      This study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmetic had a substantial amount of covariation at grades 1 and 7, and that most of the covariation between these grades was time-invariant and could be predicted by RAN, counting, letter knowledge, working memory, and nonverbal reasoning. The time-specific portion of the covariation between reading and arithmetic in Grade 1 was predicted by phonological awareness, letter knowledge, and counting; while time-specific covariation in Grade 7 was predicted by parental education level and nonverbal reasoning.

      PubDate: 2017-07-12T03:36:40Z
  • Learning Executive Function Skills by Playing Focused Video Games
    • Abstract: Publication date: Available online 11 July 2017
      Source:Contemporary Educational Psychology
      Author(s): Jocelyn Parong, Richard E. Mayer, Logan Fiorella, Andrew MacNamara, Bruce Homer, Jan Plass
      The objective of the present study was to determine whether it is possible to design a video game that could help students improve their executive function skill of shifting between competing tasks, and the conditions under which playing the game would lead to improvements on cognitive tests of shifting. College students played a custom video game, Alien Game, which required the executive function skill of shifting between competing tasks. When students played for 2 hours over 4 sessions they developed significantly better performance on cognitive shifting tests compared to a control group that played a different game (d = 0.62), but not when they played for 1 hour over 2 sessions. Students who played Alien Game at a high level of challenge (i.e., reaching a high level in the game) developed significantly better performance on cognitive shifting tests compared to controls when they played for 2 hours (Experiment 1, d = 1.44), but not when they played for 1 hour (Experiment 2). Experiment 3 replicated the results of Experiment 1 using an inactive control group, showing that playing Alien Game for 2 hours resulted in significant improvements in shifting skills (d = 0.78). Results show the effectiveness of playing a custom-made game that focuses on a specific executive function skill for sufficient time at an appropriate level of challenge. Results support the specific transfer of general skills theory, in which practice of a cognitive skill in a game context transferred to performance on the same skill in a non-game context.

      PubDate: 2017-07-12T03:36:40Z
  • Development of Students’ Text-Picture Integration and Reading Competence
           across Grades 5 to 7 in a Three-Tier Secondary School System: A
           Longitudinal Study
    • Abstract: Publication date: Available online 4 July 2017
      Source:Contemporary Educational Psychology
      Author(s): Wolfgang Schnotz, Inga Wagner, Mark Ullrich, Holger Horz, Nele McElvany
      375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5 to 7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modelling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.

      PubDate: 2017-07-12T03:36:40Z
  • Evidence of a Continuum Structure of Academic Self-Determination: A
           Two-Study Test Using a Bifactor-ESEM Representation of Academic Motivation
    • Abstract: Publication date: Available online 1 July 2017
      Source:Contemporary Educational Psychology
      Author(s): David Litalien, Alexandre J.S. Morin, Marylène Gagné, Robert J. Vallerand, Gaëtan F. Losier, Richard M. Ryan
      Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (N = 547; Study 1) and graduate (N = 571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor.

      PubDate: 2017-07-03T03:20:13Z
  • “Half-Reliable”: A Qualitative Analysis of Epistemic Thinking in and
           about a Digital Game
    • Abstract: Publication date: Available online 28 June 2017
      Source:Contemporary Educational Psychology
      Author(s): Sarit Barzilai
      The purpose of this investigation was to explore if and how players of digital games think about knowledge and knowing in the context of playing a game. Specifically, the objectives of the study were to examine whether players of an educational simulation game engage with epistemic aims, epistemic ideals, and reliable processes in the context of the game and to describe the nature of these aims, ideals, and processes. An exploratory, multiple-case qualitative study design was employed. Adolescent gamers were asked to think aloud while playing an unfamiliar simulation game and were subsequently interviewed about the game. The results revealed that players adopted specific epistemic aims, epistemic ideals, and reliable processes in the context of the game. These were related to three layers of knowing: knowing in the game, knowing about playing the game, and knowing about the game as a representational artifact. Although players were adept in achieving epistemic aims related to knowing in the game and knowing about playing the game, they did not spontaneously engage in critical examination of the game as a representation. The study sheds light on challenges of epistemic thinking in digital games and on some of the ways in which game design can support epistemic thinking.

      PubDate: 2017-07-03T03:20:13Z
  • Mathematics anxiety and working memory: Longitudinal associations with
           mathematical performance in Chinese children
    • Abstract: Publication date: Available online 28 June 2017
      Source:Contemporary Educational Psychology
      Author(s): Ching Boby Ho-Hong
      The link between mathematics anxiety and mathematical performance in young children remains inconclusive. The present study examined the longitudinal associations between mathematics anxiety and mathematical performance (calculation and story problem solving) in 246 Chinese children followed from second to third grade. Multiple regression analyses showed that mathematics anxiety made independent contributions to mathematical performance beyond non-verbal intelligence, working memory, number skills, general and test anxieties. However, mathematics anxiety does not affect all children and all kinds of mathematical performance equally. Mathematics anxiety has a more pronounced impact on mathematical problems that require more processing resources, as opposed to simple arithmetic problems and straightforward story problems and children who are higher in working memory are more vulnerable to its deleterious impacts.

      PubDate: 2017-07-03T03:20:13Z
  • How teachers perceive their expertise: The role of Dimensional and Social
    • Abstract: Publication date: Available online 28 June 2017
      Source:Contemporary Educational Psychology
      Author(s): Isabell Paulick, Jörg Großschedl, Ute Harms, Jens Möller
      Teachers' self-concepts have shown correlations with the effectiveness of their teaching, but we know little about the development of their self-concepts. According to the generalized internal/external frames of reference (GI/E) model, social and dimensional achievement comparisons may affect not only students’ but also pre-service teachers’ self-concepts. Thus, we extended and applied this model to examine relations between estimates and self-concepts of 430 pre-service biology teachers’ professional knowledge in three domains: content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical and psychological knowledge (PPK). Structural equation modelling provided strong support for the GI/E model’s capacity to explain teachers’ self-concepts: with positive paths from CK, PCK, and PPK to the corresponding self-concepts, indicating social comparison effects, and negative paths from CK and PPK test scores to the PPK and CK self-concepts, respectively, indicating dimensional comparison effects. In addition, CK was negatively related with the teachers’ PCK self-concept. The results are discussed in terms of their implications for both teacher education and the proposed GI/E model.

      PubDate: 2017-07-03T03:20:13Z
  • From Externalizing Student Behavior to Student-Specific Teacher
           Self-Efficacy: The Role of Teacher-Perceived Conflict and Closeness in the
           Student–Teacher Relationship
    • Abstract: Publication date: Available online 28 June 2017
      Source:Contemporary Educational Psychology
      Author(s): Marjolein Zee, Peter F. de Jong, Helma M.Y. Koomen
      Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’ student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students’ externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers’ perceptions of closeness in the student–teacher relationship.

      PubDate: 2017-07-03T03:20:13Z
  • Bivariate Developmental Relations between Calculations and Word Problems:
           A Latent Change Approach
    • Abstract: Publication date: Available online 28 June 2017
      Source:Contemporary Educational Psychology
      Author(s): Jennifer K. Gilbert, Lynn S. Fuchs
      The relation between 2 forms of mathematical cognition, calculations and word problems, was examined. Across grades 2-3, performance of 328 children (mean starting age 7.63 [SD=0.43]) was assessed 3 times. Comparison of a priori latent change score models indicated a dual change model, with consistently positive but slowing growth, described development in each domain better than a constant or proportional change model. The bivariate model including change models for both calculations and word problems indicated prior calculation performance and change were not predictors of subsequent word-problem change, and prior word-problem performance and change were not predictors of subsequent calculation change. Results were comparable for boys versus girls. The bivariate model, along with correlations among intercepts and slopes, suggest calculation and word-problem development are related, but through an external set of overlapping factors. Exploratory supplemental analyses corroborate findings and provide direction for future study.

      PubDate: 2017-07-03T03:20:13Z
  • Teacher Value for Professional Development, Self-Efficacy, and Student
           Outcomes within a Digital Mathematics Intervention
    • Abstract: Publication date: Available online 31 May 2017
      Source:Contemporary Educational Psychology
      Author(s): Teomara Rutherford, Jennifer J. Long, George Farkas
      We examined teacher self-efficacy within the context of a suite of mathematics learning games, Spatial Temporal Mathematics (ST Math) to analyze the associations between teacher value for professional development and self-efficacy, and the associations of both with student achievement outcomes. We found that higher teacher valuing of ST Math professional development was associated with higher self-efficacy for teaching ST Math, and that teacher self-efficacy had a small positive association with student achievement, although the latter result was not replicated in a subdivision of the sample. These associations provide information on how teacher perceptions and self-beliefs about interventions and professional development may drive implementation and student outcomes.

      PubDate: 2017-06-02T14:44:02Z
  • Is it Good to Value Math? Investigating Mothers’ Impact on their
           Children’s Test Anxiety Based on Control-Value Theory
    • Abstract: Publication date: Available online 9 May 2017
      Source:Contemporary Educational Psychology
      Author(s): Katharina Luisa Boehme, Thomas Goetz, Franzis Preckel
      The present study investigated individual and social antecedents of test anxiety. Based on Pekrun’s (2006) control-value theory of achievement emotions, we studied the relationship of students’ test anxiety with students’ control and value cognitions, the interaction of control and value cognitions, and parent-reported family valuing of mathematics. The sample consisted of 356 German 5th graders and their mothers. In line with theoretical assumptions, results of structural equation modeling showed that, when modeled together, control cognitions (i.e., academic self-concept) were negatively related to test anxiety while value cognitions (i.e., interest) showed a positive relationship. The significant interaction between control and value revealed that value was strongly related to test anxiety when subjective control was low and only weakly related to test anxiety when subjective control was high. High family values of mathematics were positively related to test anxiety. In addition, family values showed two indirect relations with test anxiety which were in opposite directions: Highly valuing math in families reduced students’ test anxiety by enhancing their control cognitions, and at the same time increased students’ test anxiety by enhancing students’ value cognitions. The overall indirect effect was a reduction in test anxiety, which shows that the anxiety-reducing effect via students’ control perceptions was stronger than the anxiety-enhancing effect via students’ value cognitions.

      PubDate: 2017-05-12T14:19:26Z
  • Does visualization affect monitoring accuracy, restudy choice, and
           comprehension scores of students in primary education?
    • Abstract: Publication date: Available online 6 May 2017
      Source:Contemporary Educational Psychology
      Author(s): Danny Kostons, Bjorn B. de Koning
      In the present study, we investigated how 116 fourth and fifth grade students’ monitoring skills were associated with restudy choices and explored whether drawing was a useful intervention to improve monitoring accuracy, restudy choice, and comprehension scores. During the first session, all students read a text, judged their learning of the information within that text, selected paragraphs to reread, reread those parts, and then made another judgment of learning (JOL) before doing a post-test. Several significant correlations were found between the various variables involved, such as higher JOLs before rereading related to fewer paragraphs being reread, and JOL-accuracy after rereading was positively correlated with the scores on the postreading questions. For the second session, students were split-up into three conditions: a control condition and two drawing conditions. In the long-drawing condition, students were allowed to draw throughout the whole second session, including post-test. In the brief-drawing condition participants only got to draw the first time they read the second text. We did not find significant differences on the postreading scores. The only differences we found were that the participants in the long drawing group were more accurate in their JOLs before rereading and selected more paragraphs to reread than the other two groups, and invested more mental effort in comparison to the other groups. Drawing more elements was positively correlated with the posttest scores and JOLs, whereas drawing more details was negatively correlated with posttest scores and did not correlate with JOLs. As students in the long drawing condition drew both more elements but also created more detail in those drawings compared to the short drawing condition, it is possible that the beneficial effects of creating drawings were cancelled out by the negative effects.

      PubDate: 2017-05-07T14:02:38Z
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