for Journals by Title or ISSN
for Articles by Keywords

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

        1 2 3 4 5        [Sort by number of followers]   [Restore default list]

  Subjects -> PSYCHOLOGY (Total: 918 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 3)
Acta Colombiana de Psicología     Open Access   (Followers: 5)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 3)
Acta Psychologica     Hybrid Journal   (Followers: 25)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 9)
Addictive Behaviors Reports     Open Access   (Followers: 7)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 23)
ADHD Report The     Full-text available via subscription   (Followers: 9)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 46)
Advances in Mental Health     Hybrid Journal   (Followers: 77)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 3)
Advances in Physiotherapy     Hybrid Journal   (Followers: 60)
Advances in Psychology     Full-text available via subscription   (Followers: 64)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 31)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 5)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 441)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 40)
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: 42)
American Journal of Community Psychology     Hybrid Journal   (Followers: 26)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 24)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 5)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 22)
American Psychologist     Full-text available via subscription   (Followers: 207)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analitika : Jurnal Magister Psikologi Uma     Open Access  
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 72)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 33)
Annual Review of Psychology     Full-text available via subscription   (Followers: 248)
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: 16)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 74)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 40)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 22)
Applied Psycholinguistics     Hybrid Journal   (Followers: 19)
Applied Psychological Measurement     Hybrid Journal   (Followers: 20)
Applied Psychology     Hybrid Journal   (Followers: 167)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 53)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 23)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 32)
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 Behavioural Studies     Open Access  
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 9)
Assessment     Hybrid Journal   (Followers: 12)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 13)
Australasian Journal of Organisational Psychology     Hybrid Journal   (Followers: 8)
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: 8)
Australian Journal of Psychology     Hybrid Journal   (Followers: 18)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 4)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 38)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access   (Followers: 2)
Autism-Open Access     Open Access   (Followers: 6)
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: 8)
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: 21)
Behavior Therapy     Hybrid Journal   (Followers: 50)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 10)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 23)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 7)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Change     Full-text available via subscription   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 18)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 139)
Behavioural Processes     Hybrid Journal   (Followers: 8)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 7)
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: 151)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 37)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 35)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 45)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 60)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 68)
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: 29)
Child Development Research     Open Access   (Followers: 17)
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: 11)
Clinical Psychological Science     Hybrid Journal   (Followers: 13)
Clinical Psychologist     Hybrid Journal   (Followers: 18)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 72)
Clinical Psychology and Special Education     Open Access   (Followers: 3)
Clinical Psychology Review     Hybrid Journal   (Followers: 41)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 22)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 9)
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: 43)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 13)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 17)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 35)
Cognitive Psychology     Hybrid Journal   (Followers: 71)
Cognitive Research : Principles and Implications     Open Access   (Followers: 3)
Consciousness and Cognition     Hybrid Journal   (Followers: 32)
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: 26)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 12)
Counseling Psychologist     Hybrid Journal   (Followers: 16)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 11)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 26)
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: 24)
Creativity. Theories - Research - Applications     Open Access   (Followers: 5)
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: 15)
Cultural-Historical Psychology     Open Access   (Followers: 2)
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: 56)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 3)
Current Opinion in Psychology     Hybrid Journal   (Followers: 6)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 17)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 16)
Decision     Full-text available via subscription   (Followers: 4)
Depression and Anxiety     Hybrid Journal   (Followers: 21)
Depression Research and Treatment     Open Access   (Followers: 15)
Development and Psychopathology     Hybrid Journal   (Followers: 8)
Developmental Cognitive Neuroscience     Open Access   (Followers: 18)
Developmental Neuropsychology     Hybrid Journal   (Followers: 20)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 47)
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: 2)
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)
Eat, Sleep, Work     Open Access  
Ecopsychology     Hybrid Journal   (Followers: 8)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  

        1 2 3 4 5        [Sort by number of followers]   [Restore default list]

Journal Cover Contemporary Educational Psychology
  [SJR: 1.426]   [H-I: 71]   [26 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0361-476X - ISSN (Online) 1090-2384
   Published by Elsevier Homepage  [3177 journals]
  • Environmental correlates of early language and literacy in low- to
           middle-income Filipino families
    • Abstract: Publication date: April 2018
      Source:Contemporary Educational Psychology, Volume 53
      Author(s): Katrina May Dulay, Sum Kwing Cheung, Catherine McBride
      Socioeconomic status (SES) is a distal factor that may be related to children’s early language and literacy skills via more proximal factors such as home literacy environment (HLE), preschool attendance, and parental self-efficacy (PSE). Previous evidence for these links mostly came from research in developed countries, and interventions in developing countries were designed with those findings in mind. Structural equation modeling was used to extend the generalizability of these relationships in a low- to middle-income, developing country sample of 3- to 5-year-old children and their families from Cebu City, Philippines (N = 673). SES was generally found to be directly associated with HLE, preschool attendance, PSE, and children’s skills. Preschool attendance was found to mediate the relationship between SES and vocabulary skills among 3- and 4-year-old children, whereas home literacy resources were associated with children’s vocabulary skills among 5-year-old children in the sample. Measurement issues and particular educational challenges faced in the Philippine context are discussed in relation to the results.

      PubDate: 2018-02-26T03:40:14Z
  • Predictive Inference Generation and Story Comprehension Among Children
           with ADHD: Is Making Predictions Helpful'
    • Abstract: Publication date: Available online 21 February 2018
      Source:Contemporary Educational Psychology
      Author(s): Angela Hayden, Elizabeth P. Lorch, Richard Milich, Cristina Cosoreanu, Jessica Van Neste
      Children with ADHD exhibit narrative comprehension difficulties relative to typically developing peers. One unexplored comprehension area for this population is the generation of explanatory predictive inferences. Plausible explanatory predictive inferences allow for smooth integration of new information, and are targeted in many comprehension interventions. The current study examined three questions: 1) Is there a difference between children with ADHD and typically developing children in the creation of explanatory predictive inferences during a predictive prompt task' 2) Does the group difference in the generation of these inferences mediate group differences in recall measures' 3) Does the act of making predictions during story presentation improve recall relative to a control condition' Seven- to 11-year-old children with and without ADHD listened to two audio-taped stories, and made predictions at several pauses during one of the stories (predictive prompt task). The recording of the other story was paused without asking for predictions in the control task. Children recalled the story following the task. During the predictive prompt task, children with ADHD generated fewer plausible explanatory predictive inferences than typically developing peers and this group difference mediated a group difference in the recall of highly important events. Further, children in both diagnostic groups included more plausible explanatory backwards inferences during recall following the predictive prompt task than following the control task. Given the importance of explanatory inferences in constructing coherent story representations, these findings are encouraging for educators using predictive tasks but indicate that children with ADHD may need further instruction on generating appropriate predictive inferences.

      PubDate: 2018-02-26T03:40:14Z
  • Relations among Math Self Efficacy, Interest, Intentions, and Achievement:
           A Social Cognitive Perspective
    • Abstract: Publication date: Available online 31 January 2018
      Source:Contemporary Educational Psychology
      Author(s): Sara Grigg, Harsha N. Perera, Peter McIlveen, Zvetomira Svetleff
      Drawing on social cognitive perspectives, the present study examined an integrative model of the interplay among math self-efficacy, interests, aspirations, and achievement among early and middle adolescents. Based on short-term longitudinal data from approximately 400 students, analyses using fully latent structural equation analyses, establishing requisite levels of longitudinal invariance, revealed that (a) math self-efficacy positively predicted math achievement using both class grades and standardized test score operationalizations; (b) prior math achievement positively predicted basal levels of math self-efficacy but not changes in self-efficacy; (c) math interest and intentions were reciprocally linked over time; and (d) prior math interest positively predicted subsequent math self-efficacy whereas the opposite was not true. Notably, all effects were observed while accounting for prior variance in outcomes as well as the effects of known covariates. The current findings contribute to understandings of the motivational processes involved in math achievement and choosing educational pathways, and suggest that multidimensional interventions may be most profitable if both achievement and selection outcomes are at stake.

      PubDate: 2018-02-05T00:31:35Z
  • Faculty Members’ Motivation for Teaching and Best Practices: Testing a
           Model based on Self-Determination Theory across Institution Types
    • Abstract: Publication date: Available online 31 January 2018
      Source:Contemporary Educational Psychology
      Author(s): Robert H. Stupnisky, Allison BrckaLorenz, Bridget Yuhas, Frederic Guay
      This study tested a conceptual model based on self-determination theory to examine how university faculty motivation for teaching predicts their utilization of teaching best practices, and explored if faculty at various higher education institution types are differentially motivated for teaching. Data from a national online survey of 1,671 faculty from 19 universities was analyzed using structural equation modeling. Support for the overall model showed faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning. There were no differences found across faculty at Doctoral, Master’s, and Bachelor’s institutions in terms of autonomous motivation mean levels, nor for the predictive effects of autonomous motivation on teaching best practices. The findings have implications for the faculty motivation and teaching research literatures, as well as for faculty development initiatives aimed at improving teaching effectiveness.

      PubDate: 2018-02-05T00:31:35Z
  • Speaking their language: The role of cultural content integration and
           heritage language for academic achievement among Latino children
    • Abstract: Publication date: Available online 31 January 2018
      Source:Contemporary Educational Psychology
      Author(s): J. Sharif Matthews, Francesca López
      Asset-based pedagogy (ABP) reflects teacher instructional choices that affirm students’ ethnicity and culture in the classroom and curriculum. The current study examines two key enactments of ABPs for Latino children, namely cultural content integration and heritage language (Spanish). Utilizing an explanatory sequential mixed methods design, we assess mediation and moderation effects between teacher beliefs (n = 33), their ABPs, and the mathematics achievement of 568 Latino children in grades three through five. Next, we use qualitative interviews to probe teachers’ understanding and value of cultural content integration, heritage language, and how these work together in their own instructional practice. The quantitative results reveal that honoring students’ heritage language (Spanish) is the mediating element through which cultural content integration predicts mathematics achievement for Latino children. Further, the moderated mediation analysis, cross-validated by the teacher interviews, showed evidence that high teacher expectations alone may not be enough to predict teacher enactment of ABPs. Instead, critical awareness along with high expectations work together to predict enactment of culturally responsive teaching and growth in Latino students’ learning. Implications and limitations are discussed.

      PubDate: 2018-02-05T00:31:35Z
  • Relational reasoning and divergent thinking: An examination of the
           threshold hypothesis with quantile regression
    • Abstract: Publication date: Available online 16 January 2018
      Source:Contemporary Educational Psychology
      Author(s): Denis Dumas
      Relational reasoning (RR) and divergent thinking (DT) are two critical antecedents of creative problem solving, but the relation between them is not currently well understood psychologically, limiting efforts to support these constructs through education. The threshold hypothesis (TH) is currently the dominant explanation for the relation between RR and DT, and posits that RR fundamentally supports DT, but only up to a point. In this study, quantile regression was used to test the TH among RR and two separate dimensions of DT: originality and fluency. Results generally supported the TH in regards to originality, with RR being significantly positively related to originality, but only in students at or below the median of the originality distribution. However, the TH was not upheld for fluency, which was only significantly predicted by RR at the top (i.e. 9th decile) of the fluency distribution. In general, results suggest that direct instructional intervention of RR strategies may be most supportive of creativity for those students who are simultaneously highly fluent but low-original thinkers.

      PubDate: 2018-02-05T00:31:35Z
  • Investigating the Multidimensionality of Engagement: Affective,
           Behavioral, and Cognitive Engagement Across Science Activities and
    • Abstract: Publication date: Available online 5 January 2018
      Source:Contemporary Educational Psychology
      Author(s): Adar Ben-Eliyahu, Debra Moore, Rena Dorph, Christian D. Schunn
      The reciprocal relations of motivation with affective, behavioral, and cognitive engagement were tested. Engagement, conceptualized as processes that indicate productive participation in learning activities,was measured using the Activity Engagement Survey with students participating in a variety of activities in both schools and a museum. Themultifaceted nature of engagement and the consistency of this structure across contexts and activities was examined over six different science activities on six different days within classrooms(Study 1, sixth graders from 10 different schools) and over two different science museum exhibits in one day (Study 2, fifth graders). These age groups were chosen because they are a pivotal time in science motivation. A series of confirmatory factor analyses were conducted to investigate the nature of affective, behavioral, cognitive, and overall engagement. A bifactor model with both affective and combined behavioral-cognitive factors along with anoverall engagement factor had thebest fit across all eight activities. Reciprocal relations between motivation (measured at Time 1 and Time 3) and engagement (at Time 2) were tested using Structural Equation Modeling. Results indicate that, in school settings (Study 1), self-efficacy was negatively related and mastery goals were positively related to affective engagement, whereas overall engagement predicted all forms of motivation. In the museum exhibits (Study 2), self-efficacy was positively related to overall engagement and performance-approach goal orientations were positively related to behavioral-cognitive engagement.

      PubDate: 2018-02-05T00:31:35Z
  • An integrative framework to validate the Need-Supportive Teaching Style
           Scale (NSTSS) in secondary teachers through exploratory structural
           equation modeling
    • Abstract: Publication date: January 2018
      Source:Contemporary Educational Psychology, Volume 52
      Author(s): Ángel Abós Catalán, Javier Sevil Serrano, José Martín-Albo Lucas, José Antonio Julián Clemente, Luis García-González
      Grounded in self-determination theory and achievement goal theory, the objective of this study was to validate the Need-Supportive Teaching Style Scale (NSTSS) to evaluate teachers’ perception of their interpersonal styles. Using an adaptation to teachers of the items of the Motivational Climate in Physical Education Scale (MCPES) validated in students, the NSTSS proposed a four-factor structure, made up of task climate support, ego climate support, autonomy support and relatedness support. With a sample of 584 secondary teachers, the results obtained from the confirmatory factor analysis (CFA) and from the exploratory structural equation modeling (ESEM) supported the four-factor structure for the NSTSS. The results also supported composite reliability, measurement invariance across gender and type of school (public or private), as well as nomological validity (in relation to measures of motivation to teach, engagement at work and burnout at work) of NSTSS ratings. The results are discussed by arguing the importance that creating a scale to evaluate teachers’ perception of their need-supportive teaching styles using an integrative approach may have, discussing theoretical, methodological and practical contributions.

      PubDate: 2018-02-05T00:31:35Z
  • Effects of Reading Real versus Print-Out Versions of Multiple Documents on
           Students’ Sourcing and Integrated Understanding
    • Abstract: Publication date: Available online 21 December 2017
      Source:Contemporary Educational Psychology
      Author(s): Ladislao Salmerón, Laura Gil, Ivar Bråten
      This study investigated the extent to which students’ sourcing and comprehension can be supported by the reading of real, as opposed to print-out versions of multiple documents. It was found that the reading of real rather than print-out versions of multiple documents on the issue of climate change increased students’ memory for source information and made them include more specific references to document sources in argument essays that they wrote about the issue. In turn, such increased sourcing in essays mediated the positive effect of reading real versus print-out versions of documents on students’ construction of coherent representations of the documents’ content information. Theoretical and instructional implications of the findings are discussed, and directions for future research are provided.

      PubDate: 2017-12-26T14:31:03Z
  • Reverse the Routine: Problem Solving Before Instruction Improves
           Conceptual Knowledge in Undergraduate Physics
    • Abstract: Publication date: Available online 20 December 2017
      Source:Contemporary Educational Psychology
      Author(s): Joanna P. Weaver, Raymond J. Chastain, Daniel A. DeCaro, Marci S. DeCaro
      STEM undergraduate classrooms are increasingly adopting instructional methods to enhance student engagement and improve learning outcomes. For example, in exploratory learning, students explore novel problems before they are taught the underlying concepts and procedures. The current studies examined the benefits of exploratory learning in undergraduate physics instruction. In Studies 1 and 2, students worked collaboratively in groups to complete a learning activity before lecture (explore-first condition) or after (instruct-first condition). The two studies were conducted in different semesters, with different physics courses and instructors of record. Students’ conceptual understanding and procedural knowledge (problem-solving accuracy) were assessed using an instructor-created quiz. Performance on the learning activity indicated that students in the explore-first condition struggled as much as (Study 2) or more (Study 1) than students in the instruct-first condition. However, after the learning activity, students in the explore-first condition exhibited better conceptual understanding and equal procedural knowledge, compared to students in the instruct-first condition. In addition, self-reported interest and enjoyment was either equal (Study 1) or greater (Study 2) in the explore-first condition. Study 3 tested the effects of exploring alone versus in a collaborative group. Learning outcomes were equal across conditions, suggesting that there is no added benefit of exploring collaboratively compared to individually. However, interest and enjoyment were higher when students explored collaboratively, which may have long-term educational benefits. Exploratory learning, with or without collaboration, offers a useful method to improve student engagement and performance in essential undergraduate STEM courses.

      PubDate: 2017-12-26T14:31:03Z
  • 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
  • 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
  • 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
  • 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
  • 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
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-