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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 Educational Psychology Review
  [SJR: 1.411]   [H-I: 76]   [28 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-336X - ISSN (Online) 1040-726X
   Published by Springer-Verlag Homepage  [2354 journals]
  • Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive
           Load Theory in Mathematical Problem Solving
    • Authors: Huy P. Phan; Bing H. Ngu; Alexander S. Yeung
      Pages: 667 - 692
      Abstract: We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best. In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9373-3
      Issue No: Vol. 29, No. 4 (2017)
  • Towards a Theory of When and How Problem Solving Followed by Instruction
           Supports Learning
    • Authors: Katharina Loibl; Ido Roll; Nikol Rummel
      Pages: 693 - 715
      Abstract: Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best of our knowledge, there has not yet been a comprehensive attempt to summarize the features that define PS-I and to explain the patterns of results. Therefore, the first goal of this paper is to map the landscape of different PS-I implementations, to identify commonalities and differences in designs, and to associate the identified design features with patterns in the learning outcomes. The review shows that PS-I fosters learning only if specific design features (namely contrasting cases or building instruction on student solutions) are implemented. The second goal is to identify a set of interconnected cognitive mechanisms that may account for these outcomes. Empirical evidence from PS-I literature is associated with these mechanisms and supports an initial theory of PS-I. Finally, positive and negative effects of PS-I are explained using the suggested mechanisms.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9379-x
      Issue No: Vol. 29, No. 4 (2017)
  • Conditions for the Effectiveness of Multiple Visual Representations in
           Enhancing STEM Learning
    • Authors: Martina A. Rau
      Pages: 717 - 761
      Abstract: Visual representations play a critical role in enhancing science, technology, engineering, and mathematics (STEM) learning. Educational psychology research shows that adding visual representations to text can enhance students’ learning of content knowledge, compared to text-only. But should students learn with a single type of visual representation or with multiple different types of visual representations' This article addresses this question from the perspective of the representation dilemma, namely that students often learn content they do not yet understand from representations they do not yet understand. To benefit from visual representations, students therefore need representational competencies, that is, knowledge about how visual representations depict information about the content. This article reviews literature on representational competencies involved in students’ learning of content knowledge. Building on this review, this article analyzes how the number of visual representations affects the role these representational competencies play during students’ learning of content knowledge. To this end, the article compares two common scenarios: text plus a single type of visual representations (T+SV) and text plus multiple types of visual representations (T+MV). The comparison yields seven hypotheses that describe under which conditions T+MV scenarios are more effective than T+SV scenarios. Finally, the article reviews empirical evidence for each hypothesis and discusses open questions about the representation dilemma.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9365-3
      Issue No: Vol. 29, No. 4 (2017)
  • Reading Instruction for English Learners in the Middle Grades: a
    • Authors: Colby Hall; Garrett J. Roberts; Eunsoo Cho; Lisa V. McCulley; Megan Carroll; Sharon Vaughn
      Pages: 763 - 794
      Abstract: This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g = 0.35 across all (i.e., standardized and unstandardized) reading measures, g = 0.01 across standardized reading measures, and g = 0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g = 0.21, g = 0.30, g = 0.24, g = 0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g = 0.39) than for instruction that focused on vocabulary alone (g = 0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9372-4
      Issue No: Vol. 29, No. 4 (2017)
  • Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review
           of Emerging Literature
    • Authors: David B. Morris; Ellen L. Usher; Jason A. Chen
      Pages: 795 - 833
      Abstract: Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9378-y
      Issue No: Vol. 29, No. 4 (2017)
  • How Can Brain Research Inform Academic Learning and Instruction'
    • Authors: Richard E. Mayer
      Pages: 835 - 846
      Abstract: This paper explores the potential of neuroscience for improving educational practice by describing the perspective of educational psychology as a linking science; providing historical context showing educational psychology’s 100-year search for an educationally relevant neuroscience; offering a conceptual framework for the connections among neuroscience, cognitive science, educational psychology, and educational practice; and laying out a research agenda for the emerging field of educational neuroscience.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9391-1
      Issue No: Vol. 29, No. 4 (2017)
  • Undertaking Experiments in Social Sciences: Sequential, Multiple Time
           Series Designs for Consideration
    • Authors: Huy P. Phan; Bing H. Ngu
      Pages: 847 - 867
      Abstract: In social sciences, the use of stringent methodological approaches is gaining increasing emphasis. Researchers have recognized the limitations of cross-sectional, non-manipulative data in the study of causality. True experimental designs, in contrast, are preferred as they represent rigorous standards for achieving causal flows between variables. The Solomon four-group design, for example, is ideal for its positioning to account for, and factor out, confounded influences of predictors on outcomes. However, in daily life settings, it is often difficult to emulate true experimental conditions. Identified limitations include financial resources, logistic difficulties, time constraint, and small sample sizes in social science research settings. There are, of course, other experimental designs that are noteworthy for consideration. Time series and single-case designs, quasi in nature, are effective alternatives for educators and researchers to consider in their research foci. This article examines the different experimental designs that may be implemented in naturalistic classroom settings. In particular, one important inquiry of our theoretical discussion pertains closely to the conceptualization of two innovative designs that we have made, consequently as a result of our research development and examination of the literature: a sequential, multiple time series multi-group design and a multi time series, multi-group single-case design. These experimental designs are innovative and enable comparisons for within and between differences under different experimental conditions.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9368-0
      Issue No: Vol. 29, No. 4 (2017)
  • Effects of a Reading Strategy Training Aimed at Improving Mental
           Simulation in Primary School Children
    • Authors: Björn B. de Koning; Lisanne T. Bos; Stephanie I. Wassenburg; Menno van der Schoot
      Pages: 869 - 889
      Abstract: This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n = 51) received the schools’ regular reading comprehension instructions (control training group). Pre-to-posttest differences in general reading comprehension, reading motivation, and mental simulation (distinguishing between perceptual and motor simulation) were examined to evaluate the trainings’ effectiveness. Compared to the control group, children who had received the mental simulation training showed improved performance on general reading comprehension (in Grade 3) and scored higher on reading motivation (in Grades 3 and 4). There were no performance differences between groups on the mental simulation measures. These findings indicate that it is beneficial for children to encourage and teach them to connect their sensorimotor experiences to the text they are reading.
      PubDate: 2017-12-01
      DOI: 10.1007/s10648-016-9380-4
      Issue No: Vol. 29, No. 4 (2017)
  • A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered
    • Authors: Stephanie Virgine Wormington; Lisa Linnenbrink-Garcia
      Pages: 407 - 445
      Abstract: The current study reviewed and synthesized studies employing a person-centered approach to studying achievement goals. Towards this end, a common labeling scheme was developed for goal profiles. Ten profile types were identified across studies and compared via meta-analytic techniques in terms of academic motivation, social/emotional well-being, engagement, and achievement. Two theoretically relevant profiles—Mastery High and Approach High—were relatively common and adaptive across all outcomes; the Performance/Work Avoidance Low profile was also generally adaptive. The Average All Goals and Low All Goals profiles, conversely, were consistently maladaptive. The pursuit of performance-approach, performance-avoidance, or work-avoidance goals alone was rare and generally maladaptive except with respect to achievement. Supplementary moderator analyses revealed that school level and goal model—but not analytic technique—were important variables to consider regarding both the prevalence and adaptive nature of goal profiles. This research synthesis provides insight into longstanding debates within the achievement goal literature and highlights the potential of person-centered analyses to complement findings from more predominant variable-centered research.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-016-9358-2
      Issue No: Vol. 29, No. 3 (2017)
  • Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts:
           a Meta-Analysis
    • Authors: Freydis Vogel; Christof Wecker; Ingo Kollar; Frank Fischer
      Pages: 477 - 511
      Abstract: Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-016-9361-7
      Issue No: Vol. 29, No. 3 (2017)
  • The Deficit Profiles of Chinese Children with Reading Difficulties: a
    • Authors: Peng Peng; Cuicui Wang; Sha Tao; Congying Sun
      Pages: 513 - 564
      Abstract: The current meta-analysis synthesized findings from profiling research on Chinese children with reading difficulties (RD). We reviewed a total of 81 studies published between 1964 and May 2015, representing a total of 9735 Chinese children. There are 982 effect sizes for the comparison between children with RD and age-matched typically developing (A-TD) children and 152 effect sizes for the comparison between children with RD and reading-level-matched typically developing (R-TD) children on multiple linguistic and cognitive skills. Results showed that compared to A-TD children, children with RD have severe deficits in morphological awareness, orthographic knowledge, phonological awareness, rapid naming, working memory, and visual skills and moderate deficits in short-term memory and motor skills. Compared to R-TD children, children with RD only have moderate deficits in rapid naming and mild deficits in orthographic knowledge. Moderation analyses for the comparison between RD and A-TD children revealed that children with more severe RD show more severe deficits in morphological awareness, phonological awareness, rapid naming, and visual skills. However, neither location (Mainland vs. Hong Kong) nor type of reading screening (character recognition vs. character recognition combined with reading comprehension) emerged as a moderator of the deficit profiles. These findings indicate that Chinese children with RD have deficits on a wide range of cognitive and linguistic skills. Deficits in rapid naming and orthographic knowledge may be potential causal factors for RD in Chinese based on existing evidence. Implications for the diagnosis and instructions of Chinese children with RD were discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-016-9366-2
      Issue No: Vol. 29, No. 3 (2017)
  • From Exploratory Talk to Abstract Reasoning: a Case for Far Transfer'
    • Authors: Paul Webb; J. W. Whitlow; Danie Venter
      Pages: 565 - 581
      Abstract: Research has shown improvements in science, mathematics, and language scores when classroom discussion is employed in school-level science and mathematics classes. Studies have also shown statistically and practically significant gains in children’s reasoning abilities as measured by the Raven’s Standard Progressive Matrices test when employing the practice of “exploratory talk”. While these studies suggest that transfer of learning had taken place, a number of dialog-intensive designs have failed to find positive results, only reported delayed transfer, or have been criticized in terms of methodological rigor, small sample sizes, or because they have only shown small effect sizes. In this study, the claim is made that a particular set of studies which focused on exploratory talk and reasoning abilities, and which used designs that are better positioned to meet the standards mentioned above when presenting data in support of far transfer, provides robust evidence of far transfer within the framework of Barnett and Ceci’s taxonomy of transfer. Possible relationships between exploratory talk, argumentation, and key domains in the science of learning are considered in an attempt to explain the apparent far transfer effects when children engage in exploratory talk.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-016-9369-z
      Issue No: Vol. 29, No. 3 (2017)
  • A Critical Review of Line Graphs in Behavior Analytic Journals
    • Authors: Richard M. Kubina; Douglas E. Kostewicz; Kaitlyn M. Brennan; Seth A. King
      Pages: 583 - 598
      Abstract: Visual displays such as graphs have played an instrumental role in psychology. One discipline relies almost exclusively on graphs in both applied and basic settings, behavior analysis. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. Behavior analysis, like the rest of psychology, has opted to use non-standard line graphs. Therefore, the degree to which graphical quality occurs remains unknown. The current article surveys the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicate a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors, future directions for graphing in the field of behavior analysis, and the need for standards adopted for line graphs follows.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-015-9339-x
      Issue No: Vol. 29, No. 3 (2017)
  • A Review of Reminiscing in Early Childhood Settings and Links to Sustained
           Shared Thinking
    • Authors: Dave Neale; Deborah Pino-Pasternak
      Pages: 641 - 665
      Abstract: The importance of parent–child reminiscing for young children’s social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator–child reminiscing in these contexts. Furthermore, existing research into educator–child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent–child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator–child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.
      PubDate: 2017-09-01
      DOI: 10.1007/s10648-016-9376-0
      Issue No: Vol. 29, No. 3 (2017)
  • The Curious Case of Improving Foreign Language Listening Skills by Reading
           Rather than Listening: an Expertise Reversal Effect
    • Authors: Dayu Jiang; Slava Kalyuga; John Sweller
      Abstract: The expertise reversal effect occurs when instruction that is effective for novice learners is ineffective or even counterproductive for more expert learners. Four experiments designed to explore the expertise reversal effect in the field of teaching and learning foreign language listening skills were conducted. Three instructional formats (read-only, listen-only, and read-and-listen) were designed to teach native Chinese students English (experiments 1–3) or French (experiment 4) listening skills. Experiment 1 found a significant interaction with no effect for learners with lower levels of listening expertise but a significant effect for learners with higher levels of listening expertise favoring the read-only approach. The results of experiment 2 replicated the counterintuitive findings of experiment 1. Experiment 3 testing less knowledgeable students than experiments 1 and 2 indicated that the read-and-listen condition was more effective for novice learners. Experiment 4 testing beginner-level learners of French as a foreign language obtained results consistent with those of experiment 3 in that lower expertise learners gained greater benefits from the read-and-listen than the read-only or listen-only teaching approaches. It is concluded that the read-and-listen approach benefitted novice learners but more expert learners could benefit more from the read-only approach.
      PubDate: 2017-10-25
      DOI: 10.1007/s10648-017-9427-1
  • Context-Sensitive Cognitive and Educational Testing
    • Authors: Robert J. Sternberg
      Abstract: This article reviews four interrelated approaches to reducing an inequitable gap in cognitive and educational test scores between individuals of a dominant culture and individuals of other cultures or subcultures. These approaches include (a) use of broader measures, (b) performance- and project-based assessments, (c) direct measurement of knowledge and skills relevant to environmental adaptation, and (d) dynamic assessment. It is concluded that when appropriate assessment is done that recognizes students’ diverse cultural and social backgrounds, equity can increase, predictive validity of cognitive and educational tests can increase, and at the same time, racial/ethnic/culture differences can decrease.
      PubDate: 2017-10-24
      DOI: 10.1007/s10648-017-9428-0
  • Extending Cognitive Load Theory to Incorporate Working Memory Resource
           Depletion: Evidence from the Spacing Effect
    • Authors: Ouhao Chen; Juan C. Castro-Alonso; Fred Paas; John Sweller
      Abstract: Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This “depletion effect” can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of cognitive load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of cognitive load theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed.
      PubDate: 2017-09-30
      DOI: 10.1007/s10648-017-9426-2
  • Student Diversity Representation and Reporting in Universal School-Based
    • Authors: Hillary L. Rowe; Edison J. Trickett
      Abstract: This paper addresses two major and potentially conflicting movements: the importance of diversity as both a conceptual and political issue and the rise of the evidence-based practice movement in education. This tension is particularly important when evaluating and reporting universal interventions because of their intended applicability across diverse groups of children and adolescents. This study contributes to this discussion through an analysis of published school-based universal social and emotional learning (SEL) intervention evaluations in terms of their theoretical and empirical attention to student diversity characteristics. We defined student diversity in terms of five characteristics: gender, race/ethnicity, SES, disability status, and sexual orientation/gender identity. We assessed how and when demographic characteristics were reported, how these characteristics were analyzed as moderators of program outcomes, and how differential effects based on diversity were incorporated into reported intervention generalizability discussions. Results showed that diversity characteristics were inconsistently reported across articles. Most studies did not test for moderating effects, but those that did found inconsistent effects across diversity characteristics. Further, conceptual and/or empirical support for conducting the moderation analyses was often not provided or sufficiently supported by previous literature or a hypothesis. This research highlights the need for a more nuanced understanding of how SEL program effects may be moderated by student demographic characteristics and suggests caution about the generalizability of the reviewed SEL programs across diverse groups of children and adolescents.
      PubDate: 2017-09-30
      DOI: 10.1007/s10648-017-9425-3
  • Clarifying an Elusive Construct: a Systematic Review of Writing Attitudes
    • Authors: E. Ekholm; S. Zumbrunn; M. DeBusk-Lane
      Abstract: Although research recognizes that student attitudes toward writing have the potential to influence a variety of writing outcomes, there is no consensus as to what writing attitude signifies. Further, disparities between conceptualizations of writing attitude make the extant literature difficult to reconcile. In the present study, we systematically review writing attitude research published between 1990 and 2017. Our search procedure and quality analysis led to the retention of 46 articles examining the writing attitudes of students and teachers. Relatively few studies (n = 10) provided an explicit definition of writing attitudes. Further, although the authors of many studies (n = 16) conceptualized writing attitude as including a measure of liking/disliking writing, there was considerable variability in both conceptualization and operationalization throughout the literature, with some studies including measures of self-efficacy, perceived value, and other related constructs. Student writing attitudes were measured in a majority of the included studies (n = 33), and teacher writing attitudes were measured in substantially fewer studies (n = 6). Based on the findings of this review, we offer suggestions for researchers making inferences from studies of writing attitudes. Themes of the reviewed literature and implications for future research are also discussed.
      PubDate: 2017-09-17
      DOI: 10.1007/s10648-017-9423-5
  • The Relative Merits of Explicit and Implicit Learning of Contrasted
           Algebra Principles
    • Authors: Esther Ziegler; Peter A. Edelsbrunner; Elsbeth Stern
      Abstract: Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison.
      PubDate: 2017-09-17
      DOI: 10.1007/s10648-017-9424-4
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