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 Subjects -> PSYCHOLOGY (Total: 918 journals)
 Educational Psychology Review   [SJR: 1.411]   [H-I: 76]   [32 followers]  Follow         Hybrid journal (It can contain Open Access articles)    ISSN (Print) 1573-336X - ISSN (Online) 1040-726X    Published by Springer-Verlag  [2351 journals]
• What Schools Need to Know About Fostering School Belonging: a
Meta-analysis
• Authors: Kelly Allen; Margaret L. Kern; Dianne Vella-Brodrick; John Hattie; Lea Waters
Pages: 1 - 34
Abstract: Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9389-8
Issue No: Vol. 30, No. 1 (2018)

• Systems View of School Climate: a Theoretical Framework for Research
• Authors: Kathleen Moritz Rudasill; Kate E. Snyder; Heather Levinson; Jill L. Adelson
Pages: 35 - 60
Abstract: School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.
PubDate: 2018-03-01
DOI: 10.1007/s10648-017-9401-y
Issue No: Vol. 30, No. 1 (2018)

• Associations Between Language and Problem Behavior: a Systematic Review
and Correlational Meta-analysis
• Authors: Jason C. Chow; Joseph H. Wehby
Pages: 61 - 82
Abstract: A growing body of evidence points to the common co-occurrence of language and behavioral difficulties in children. Primary studies often focus on this relation in children with identified deficits. However, it is unknown whether this relation holds across other children at risk or representative samples of children or over time. The purpose of this paper is to describe the results of a systematic review and two meta-analyses exploring the concurrent and predictive associations between language ability and problem behavior in school-age children. A systematic literature search yielded 1655 unduplicated abstracts, and a structured study selection process resulted in 19 eligible reports and 25 effect sizes for the concurrent analysis and 8 reports and 10 effect sizes for the predictive analysis. Eligible reports were then coded, and effect sizes were extracted and synthesized via random effects meta-analyses. Results estimate significant negative concurrent (z = −0.17 [−0.21, −0.13]) and predictive (z = −0.17 [−0.21, −0.13]) associations between language and problem behavior, and these relations hold across age, time, and risk status. Mean effect sizes for receptive and expressive language were significant. This study adds to the quantitative and descriptive literature by summarizing and corroborating the evidence that low language ability is associated with problem behavior. Further research is needed relative to differences in subconstructs of language and behavior, as well as a focus on intervention for students with these comorbid deficits.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9385-z
Issue No: Vol. 30, No. 1 (2018)

• Writing in the Secondary-Level Disciplines: a Systematic Review of
Context, Cognition, and Content
• Authors: Diane M. Miller; Chyllis E. Scott; Erin M. McTigue
Pages: 83 - 120
Abstract: Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 3504 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 3504 studies was evaluated and coded using seven methodological quality indicators. The qualitative synthesis of studies is organized by the overarching categories of context, cognition, and content. The studies are further grouped by relevant themes to explore how the incorporation of writing tasks into content-area instruction benefits the secondary students’ content-area learning and knowledge acquisition. Primary themes include the elements of explicit strategy and inquiry-based instruction, the impact of prewriting models, the role of metacognition and journaling, and the writing-related implications for content-area assessment. Recommendations for future research are offered. Additionally, practical implications for secondary content-area teachers are presented.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9393-z
Issue No: Vol. 30, No. 1 (2018)

• Does Text Complexity Matter in the Elementary Grades' A Research
Synthesis of Text Difficulty and Elementary Students’ Reading Fluency
and Comprehension
• Authors: Steven J. Amendum; Kristin Conradi; Elfrieda Hiebert
Pages: 121 - 151
Abstract: Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students’ reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26 research studies were reviewed. Characteristics of the reviewed studies are reported including the different conceptualizations of text, reader, and task interactions. Regarding the relationships between text difficulty and reading fluency and comprehension, for students’ reading fluency, on average, increased text difficulty level was related to decreased reading fluency, with a small number of exceptions. For comprehension, on average, text difficulty level was negatively related to reading comprehension, although a few studies found no relationship. Text difficulty was widely conceptualized across studies and included characteristics particular to texts as well as relationships between readers and texts. Implications for theory, policy, curriculum, and instruction are discussed.
PubDate: 2018-03-01
DOI: 10.1007/s10648-017-9398-2
Issue No: Vol. 30, No. 1 (2018)

• Promoting Argumentation Competence: Extending from First- to Second-Order
• Authors: Omid Noroozi; Paul A. Kirschner; Harm J.A. Biemans; Martin Mulder
Pages: 153 - 176
Abstract: Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
PubDate: 2018-03-01
DOI: 10.1007/s10648-017-9400-z
Issue No: Vol. 30, No. 1 (2018)

• Chinese Education Examined via the Lens of Self-Determination
• Authors: Shi Yu; Beiwen Chen; Chantal Levesque-Bristol; Maarten Vansteenkiste
Pages: 177 - 214
Abstract: Chinese education is controversial: it is not only lauded for Chinese students’ high test achievements but also criticized for curbing students’ deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology, especially understanding the fundamental developmental costs behind Chinese students’ high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growth-oriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment—i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9395-x
Issue No: Vol. 30, No. 1 (2018)

• Retrieval Practice Benefits Deductive Inference
• Authors: Luke G. Eglington; Sean H. K. Kang
Pages: 215 - 228
Abstract: Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. Psychonomic Bulletin & Review, 22, 135–140 (2015) found that retrieval practice improves sentence memory but not the drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9386-y
Issue No: Vol. 30, No. 1 (2018)

• Task Experience as a Boundary Condition for the Negative Effects of
Irrelevant Information on Learning
• Authors: Gertjan Rop; Margot van Wermeskerken; Jacqueline A. de Nooijer; Peter P. J. L. Verkoeijen; Tamara van Gog
Pages: 229 - 253
Abstract: Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9388-9
Issue No: Vol. 30, No. 1 (2018)

• Managing Element Interactivity in Equation Solving
• Authors: Bing Hiong Ngu; Huy P. Phan; Alexander Seeshing Yeung; Siu Fung Chung
Pages: 255 - 272
Abstract: Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. −2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9397-8
Issue No: Vol. 30, No. 1 (2018)

• Erratum to: Managing Element Interactivity in Equation Solving
• Authors: Bing Hiong Ngu; Huy P. Phan; Alexander Seeshing Yeung; Siu Fung Chung
Pages: 273 - 273
PubDate: 2018-03-01
DOI: 10.1007/s10648-017-9402-x
Issue No: Vol. 30, No. 1 (2018)

• Which Technique is most Effective for Learning Declarative
Concepts—Provided Examples, Generated Examples, or Both'
• Authors: Amanda Zamary; Katherine A. Rawson
Pages: 275 - 301
Abstract: Students in many courses are commonly expected to learn declarative concepts, which are abstract concepts denoted by key terms with short definitions that can be applied to a variety of scenarios as reported by Rawson et al. (Educational Psychology Review 27:483–504, 2015). Given that declarative concepts are common and foundational in many courses, an important question arises: What are the most effective techniques for learning declarative concepts' The current research competitively evaluated the effectiveness of various example-based learning techniques for learning declarative concepts, with respect to both long-term learning and efficiency during study. In experiment 1, students at a large, Midwestern university were asked to learn 10 declarative concepts in social psychology by studying provided examples (instances of concepts that are provided to students illustrate how the concept can be applied), generating examples (instances of concepts that the student generates on his or her own to practice applying the concept), or by receiving a combination of alternating provided examples and generated examples. Two days later, students completed final tests (an example classification test and a definition cued recall test). Experiment 2 replicated and extended findings from experiment 1. The extension group was a variation of the combination group, in which participants were simultaneously presented with a provided example while generating an example. In both experiments, long-term learning and study efficiency were greater following the study of provided examples relative to the other example-based learning techniques.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9396-9
Issue No: Vol. 30, No. 1 (2018)

• Conversations with Four Highly Productive German Educational
Psychologists: Frank Fischer, Hans Gruber, Heinz Mandl, and Alexander
Renkl
• Authors: Abraham E. Flanigan; Kenneth A. Kiewra; Linlin Luo
Pages: 303 - 330
Abstract: Previous research (Kiewra & Creswell, Educational Psychology Review 12(1):135–161, 2000; Patterson-Hazley & Kiewra, Educational Psychology Review 25(1):19–45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars’ shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars.
PubDate: 2018-03-01
DOI: 10.1007/s10648-016-9392-0
Issue No: Vol. 30, No. 1 (2018)

• 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)

• 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)

• 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
PubDate: 2017-12-01
DOI: 10.1007/s10648-016-9380-4
Issue No: Vol. 29, No. 4 (2017)

• Anchoring the Creative Process Within a Self-Regulated Learning Framework:
Inspiring Assessment Methods and Future Research
• Authors: Lisa DaVia Rubenstein; Gregory L. Callan; Lisa M. Ridgley
Abstract: Creativity supports the advancement of all disciplines, providing both individual and societal benefits. Most individuals can demonstrate and improve their creativity; therefore, understanding the creative process is of particular interest to facilitate deliberate development of creative thinkers. Despite copious research of the creative process, the work tends to be fragmented without a unified, general theoretical foundation. Historically, creative process research has examined the steps that creative people use, while overlooking how people learn these steps and the mechanisms behind the process. This paper proposes to situate the creative process within broader theoretical framework of self-regulated learning (SRL). This merger emphasizes that the creative process can be learned and that creative process strategies may inspire general learning strategies. Further, the SRL framework provides an organizational structure that illuminates gaps in current research and provides inspiration for new measurement techniques. Current assessment methods are often unable to determine how people regulate themselves throughout the creative process, specifically how internal psychological processes, external behaviors, and explicit strategies influence the creative process; however, SRL measurement techniques, like SRL microanalysis interviews, may provide an opportunity to identify intervention casual mechanisms, extend experimental studies, provide consistent variables to compare across disciplines and studies, and help practitioners assess students’ creative process.
PubDate: 2017-12-26
DOI: 10.1007/s10648-017-9431-5

• Active on Facebook and Failing at School' Meta-Analytic Findings on
the Relationship Between Online Social Networking Activities and Academic
Achievement
• Authors: Caroline Marker; Timo Gnambs; Markus Appel
Abstract: The popularity of social networking sites (SNSs) among adolescents and young adults has raised concerns that the intensity of using these platforms might be associated with lower academic achievement. The empirical findings on this issue, however, are anything but conclusive. Therefore, we present four random-effects meta-analyses including 59 independent samples (total N = 29,337) on the association between patterns of SNS use and grades. The meta-analyses identified small negative effects of $$\widehat{\rho}$$ = − .07, 95% CI [− .12, − .02] for general SNS use and $$\widehat{\rho}$$ = − .10, 95% CI [− .16, − .05] for SNS use related to multitasking. General SNS use was unrelated to the time spent studying for school ( $$\widehat{\rho}$$ = − .03, 95% CI [− 0.11, 0.06]) and no support for the time displacement hypothesis could be found in a meta-analytical mediation analysis. SNS use for academic purposes exhibited a small positive association, $$\widehat{\rho}$$ = .08, 95% CI [.02, .14]. Hypotheses with regard to cross-cultural differences were not supported.
PubDate: 2017-12-15
DOI: 10.1007/s10648-017-9430-6

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