Contemporary Educational Psychology最新文献

It matters how you ask: how scenario and question wording influence problematic word problem solving 重要的是你如何提问：场景和问题措辞如何影响有问题的单词问题的解决

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-09 DOI: 10.1016/j.cedpsych.2026.102443

Andrea S. Wisenöcker, Cornelia S. Große

It has been repeatedly shown that students often provide unrealistic solutions to word problems. We investigated the impact of the problem scenario and the question wording on solving word problems that require realistic considerations (p-problems). We assumed that (1) a real-world scenario and (2) question wordings emphasising the need for an applicable solution by indicating imminent actions of persons in the problem statement would foster realistic responses. A total of N = 127 7th graders participated. A two-factorial experiment with the factors “scenario” (maths test vs. school trip) and “imminent action” (with vs. without) was implemented. Participants solved three p-problems and indicated whether they expected a person from the problem scenario to prefer a realistic or unrealistic solution. In the school trip scenario, students had statistically significant higher odds of providing realistic solutions (OR = 2.38, p = 0.008) and of expecting a realistic solution to be preferred compared to the maths test scenario (OR = 9.01, p < 0.001). Questions indicating imminent actions of persons in the problem statement led to significantly higher odds of providing realistic solutions (OR = 2.80, p = 0.002), but did not significantly affect expectations regarding a third person’s preference (OR = 1.50, p = 0.368), compared to standard questions. Results suggest a relevant impact of the mathematics classroom context, and introduce a way to effectively encourage realistic solutions.

事实一再表明，学生们经常为应用题提供不切实际的解决方案。我们调查了问题场景和问题措辞对解决需要实际考虑的单词问题（p-problems）的影响。我们假设(1)一个真实的场景和(2)问题措辞强调需要一个适用的解决方案，通过在问题陈述中指出人们即将采取的行动来促进现实的反应。共有N = 127名七年级学生参与。我们进行了一个双因素实验，其中包括“情景”（数学测试vs学校旅行）和“迫在眉睫的行动”（有vs没有）。参与者解决了三个p问题，并指出他们希望问题场景中的一个人更喜欢现实的还是不现实的解决方案。在学校旅行场景中，与数学测试场景相比，学生提供现实解决方案的几率（OR = 2.38, p = 0.008）和期望更现实的解决方案的几率（OR = 9.01, p < 0.001）具有统计学意义上的显著性。与标准问题相比，问题陈述中表明人们即将采取行动的问题显著提高了提供现实解决方案的几率（OR = 2.80, p = 0.002），但对第三方偏好的预期没有显著影响（OR = 1.50, p = 0.368）。结果提出了数学课堂情境的相关影响，并介绍了一种有效鼓励现实解决方案的方法。

{"title":"It matters how you ask: how scenario and question wording influence problematic word problem solving","authors":"Andrea S. Wisenöcker, Cornelia S. Große","doi":"10.1016/j.cedpsych.2026.102443","DOIUrl":"10.1016/j.cedpsych.2026.102443","url":null,"abstract":"<div><div>It has been repeatedly shown that students often provide unrealistic solutions to word problems. We investigated the impact of the problem scenario and the question wording on solving word problems that require realistic considerations (p-problems). We assumed that (1) a real-world scenario and (2) question wordings emphasising the need for an applicable solution by indicating imminent actions of persons in the problem statement would foster realistic responses. A total of <em>N</em> = 127 7th graders participated. A two-factorial experiment with the factors “scenario” (maths test vs. school trip) and “imminent action” (with vs. without) was implemented. Participants solved three p-problems and indicated whether they expected a person from the problem scenario to prefer a realistic or unrealistic solution. In the school trip scenario, students had statistically significant higher odds of providing realistic solutions (OR = 2.38, <em>p</em> = 0.008) and of expecting a realistic solution to be preferred compared to the maths test scenario (OR = 9.01, <em>p</em> < 0.001). Questions indicating imminent actions of persons in the problem statement led to significantly higher odds of providing realistic solutions (OR = 2.80, <em>p</em> = 0.002), but did not significantly affect expectations regarding a third person’s preference (OR = 1.50, <em>p</em> = 0.368), compared to standard questions. Results suggest a relevant impact of the mathematics classroom context, and introduce a way to effectively encourage realistic solutions.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102443"},"PeriodicalIF":3.8,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145973100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a school-based leadership program on student leaders and their peers: The Learning to Lead cluster randomized controlled trial 校本领导课程对学生领袖及其同伴的影响：学习领导的随机对照试验

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-08 DOI: 10.1016/j.cedpsych.2026.102444

Levi Wade , Mark R. Beauchamp , Nicole Nathan , Jordan J. Smith , Angus A. Leahy , Ran Bao , Sarah G. Kennedy , James Boyer , Thierno M.O. Diallo , Sam Beacroft , David R. Lubans

Schools provide an ideal context for developing students’ leadership skills; however, most leadership opportunities (e.g., serving as class president) are typically offered to students who already demonstrate leadership qualities. The aim of our study was to evaluate the effects of a school-based leadership program, implemented through a peer-led fundamental movement skills intervention, on the leadership abilities of student leaders (10–12 years) and the physical and psychological development of their younger peers (8–10 years). We conducted a cluster randomized controlled trial to assess the impact of the Learning to Lead program in 20 elementary schools in New South Wales, Australia (N = 1898 students). Leader outcomes included teacher-rated leadership effectiveness (the primary outcome), leadership ability, leadership self-efficacy, wellbeing, and observed time on-task in the classroom. Peer outcomes included school-based physical activity (accelerometers), object control motor competence (Test of Gross Motor Development-3), perceived motor competence, cardiorespiratory fitness (20-meter multi-stage fitness test), and muscular power (standing long jump). We observed statistically significant group-by-time effects for Leaders’ leadership effectiveness, wellbeing, and time spent on-task in the classroom. Statistically significant improvements in Peers’ perceived motor competence, school-based physical activity, and cardiorespiratory fitness were also found. Our study demonstrated that a school-based leadership intervention has extensive benefits for the students delivering the program and those they taught. In addition to improvements in students’ leadership skills, the Learning to Lead program produced spillover effects on students’ well‑being and time on task in the classroom.

学校为培养学生的领导能力提供了理想的环境；然而，大多数领导机会（例如，担任班长）通常是提供给那些已经表现出领导才能的学生。本研究的目的是评估以学校为基础的领导力项目，通过同伴领导的基本运动技能干预来实施，对学生领袖（10-12岁）的领导能力和他们的年轻同伴（8-10岁）的身心发展的影响。我们在澳大利亚新南威尔士州的20所小学（N = 1898名学生）进行了一项随机对照试验，以评估“学习领导”计划的影响。领导结果包括教师评价的领导效能（主要结果）、领导能力、领导自我效能、幸福感和在课堂上观察到的完成任务的时间。同伴结果包括基于学校的身体活动（加速度计）、物体控制运动能力（大肌肉运动发展测试-3）、感知运动能力、心肺健康（20米多阶段体能测试）和肌肉力量（立定跳远）。我们观察到统计上显著的群体时间对领导者的领导效能、幸福感和在课堂上完成任务的时间的影响。在同龄人的感知运动能力、学校体育活动和心肺健康方面也发现了统计学上显著的改善。我们的研究表明，以学校为基础的领导干预对提供课程的学生和他们所教的学生有广泛的好处。除了提高学生的领导技能外，“学习领导”项目还对学生的幸福感和课堂上的任务时间产生了溢出效应。

{"title":"Effects of a school-based leadership program on student leaders and their peers: The Learning to Lead cluster randomized controlled trial","authors":"Levi Wade , Mark R. Beauchamp , Nicole Nathan , Jordan J. Smith , Angus A. Leahy , Ran Bao , Sarah G. Kennedy , James Boyer , Thierno M.O. Diallo , Sam Beacroft , David R. Lubans","doi":"10.1016/j.cedpsych.2026.102444","DOIUrl":"10.1016/j.cedpsych.2026.102444","url":null,"abstract":"<div><div>Schools provide an ideal context for developing students’ leadership skills; however, most leadership opportunities (e.g., serving as class president) are typically offered to students who already demonstrate leadership qualities. The aim of our study was to evaluate the effects of a school-based leadership program, implemented through a peer-led fundamental movement skills intervention, on the leadership abilities of student leaders (10–12 years) and the physical and psychological development of their younger peers (8–10 years). We conducted a cluster randomized controlled trial to assess the impact of the Learning to Lead program in 20 elementary schools in New South Wales, Australia (N = 1898 students). Leader outcomes included teacher-rated leadership effectiveness (the primary outcome), leadership ability, leadership self-efficacy, wellbeing, and observed time on-task in the classroom. Peer outcomes included school-based physical activity (accelerometers), object control motor competence (Test of Gross Motor Development-3), perceived motor competence, cardiorespiratory fitness (20-meter multi-stage fitness test), and muscular power (standing long jump). We observed statistically significant group-by-time effects for Leaders’ leadership effectiveness, wellbeing, and time spent on-task in the classroom. Statistically significant improvements in Peers’ perceived motor competence, school-based physical activity, and cardiorespiratory fitness were also found. Our study demonstrated that a school-based leadership intervention has extensive benefits for the students delivering the program and those they taught. In addition to improvements in students’ leadership skills, the Learning to Lead program produced spillover effects on students’ well‑being and time on task in the classroom.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102444"},"PeriodicalIF":3.8,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146034786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the effects of class average achievement: attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept 调查班级平均成绩的影响：参加一个成绩优异的班级对学生的成绩和学业自我概念都没有好处

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-20 DOI: 10.1016/j.cedpsych.2025.102441

Theresa Dicke , Herbert W. Marsh , Philip D. Parker , Reinhard Pekrun , Jiesi Guo , Geetanjali Basarkod , Ioulia Televantou , Ziwen Teuber

Research has shown positive effects of group-average achievement on individual achievement (peer spillover effect) but negative effects on academic self-concept (big-fish-little-pond effect; BFLPE), which is positively related to achievement. We examine these apparently paradoxical class composition effects in a longitudinal sample of more than 2000 German students followed over two school years in a tracked school system. Using multilevel models that control for school track, prior ability, socioeconomic status, gender, and two indicators of teaching quality (teacher enthusiasm and classroom management), as well as measurement and sampling error, we test the robustness of both effects.

Results show that the peer spillover effect is largely explained by pre-existing differences, such as prior ability. In contrast, the BFLPE became more negative after including covariates and remained so when controlling for teaching quality. The inclusion of teacher enthusiasm and classroom management only marginally changed either effect, indicating that, in this dataset, these two core instructional variables explained little of the variance in achievement or self‐concept beyond pre‐selection and peer composition effects. By distinguishing between compositional effects and instructional influences, our study contributes to a clearer understanding of how peer and classroom factors interact. Implications for future research include examining a broader range of teaching quality dimensions and exploring the conditions under which class composition may positively affect both achievement and self-beliefs.

研究表明，群体平均成绩对个人成绩有正向影响（同伴溢出效应），对学业自我概念有负向影响（大鱼小塘效应），学业自我概念与成绩呈正相关。我们对2000多名德国学生的纵向样本进行了研究，在跟踪的学校系统中跟踪了两个学年，研究了这些明显矛盾的班级构成效应。采用控制学校轨迹、先验能力、社会经济地位、性别和教学质量的两个指标（教师热情和课堂管理）以及测量和抽样误差的多层模型，我们检验了这两种效应的稳健性。研究结果表明，同伴溢出效应在很大程度上可以用既存差异（如先验能力）来解释。相比之下，加入协变量后，BFLPE变得更加负，并且在控制教学质量时仍然如此。教师热情和课堂管理的加入只略微改变了这两种影响，这表明，在本数据集中，这两个核心教学变量除了预先选择和同伴组成效应之外，几乎不能解释成就或自我概念的差异。通过区分构成效应和教学影响，我们的研究有助于更清楚地了解同伴和课堂因素如何相互作用。对未来研究的启示包括检查更广泛的教学质量维度，并探索课堂作文可能对成就和自我信念产生积极影响的条件。

{"title":"Investigating the effects of class average achievement: attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept","authors":"Theresa Dicke , Herbert W. Marsh , Philip D. Parker , Reinhard Pekrun , Jiesi Guo , Geetanjali Basarkod , Ioulia Televantou , Ziwen Teuber","doi":"10.1016/j.cedpsych.2025.102441","DOIUrl":"10.1016/j.cedpsych.2025.102441","url":null,"abstract":"<div><div>Research has shown positive effects of group-average achievement on individual achievement (peer spillover effect) but negative effects on academic self-concept (big-fish-little-pond effect; BFLPE), which is positively related to achievement. We examine these apparently paradoxical class composition effects in a longitudinal sample of more than 2000 German students followed over two school years in a tracked school system. Using multilevel models that control for school track, prior ability, socioeconomic status, gender, and two indicators of teaching quality (teacher enthusiasm and classroom management), as well as measurement and sampling error, we test the robustness of both effects.</div><div>Results show that the peer spillover effect is largely explained by pre-existing differences, such as prior ability. In contrast, the BFLPE became more negative after including covariates and remained so when controlling for teaching quality. The inclusion of teacher enthusiasm and classroom management only marginally changed either effect, indicating that, in this dataset, these two core instructional variables explained little of the variance in achievement or self‐concept beyond pre‐selection and peer composition effects. By distinguishing between compositional effects and instructional influences, our study contributes to a clearer understanding of how peer and classroom factors interact. Implications for future research include examining a broader range of teaching quality dimensions and exploring the conditions under which class composition may positively affect both achievement and self-beliefs.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102441"},"PeriodicalIF":3.8,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145921790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Race-reimaged autonomy support: a validation of a measure that integrates self-determination theory and culturally relevant education 种族重构的自治支持：一项将自决理论与文化相关教育相结合的措施的验证

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-18 DOI: 10.1016/j.cedpsych.2025.102442

Jeanette Zambrano , Erika A. Patall , Amanda Vite , Diane J. Lee

Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI framework with racially and ethnically diverse college students. Study 1 involved cognitive interviews to establish content validity. Studies 2 and 3 used confirmatory factor analysis and structural equation modeling to test construct, predictive, and incremental validity. Study 3 further tested convergent and discriminant validity. Results showed that RR-ASI subscales were distinct from traditional SDT subscales, highly reliable, and significantly predicted autonomy and emotional engagement beyond traditional SDT measures. RR-ASI practices also demonstrated strong alignment with culturally relevant teaching and appropriate divergence from stereotyping and controlling instruction. Findings suggest that autonomy support must be situated within students’ cultural and sociopolitical realities to be most effective. This work provides a theoretically grounded and adaptable framework to support motivation in diverse classrooms, advancing efforts to create more inclusive and equitable learning environments.

尽管自我决定理论（SDT）和文化相关和响应性教育（CRRE）都为支持学生动机提供了宝贵的见解，但它们很少被整合起来。本研究介绍并验证了种族重构自主支持教学（RR-ASI）框架的测量方法，该框架通过基于文化的、以正义为导向的视角重构了核心SDT实践。在三项研究中，我们在不同种族和民族的大学生中验证了RR-ASI框架。研究1采用认知访谈来建立内容效度。研究2和3使用验证性因子分析和结构方程模型来检验结构效度、预测效度和增量效度。研究3进一步检验了收敛效度和区分效度。结果表明，RR-ASI子量表与传统SDT子量表不同，可靠性高，并且比传统SDT测量更能显著预测自主性和情感投入。RR-ASI实践还显示出与文化相关的教学有很强的一致性，并与刻板印象和控制教学有适当的区别。研究结果表明，自主支持必须处于学生的文化和社会政治现实中才能最有效。这项工作提供了一个理论基础和适应性强的框架，以支持多样化课堂的激励，推进创造更加包容和公平的学习环境的努力。

{"title":"Race-reimaged autonomy support: a validation of a measure that integrates self-determination theory and culturally relevant education","authors":"Jeanette Zambrano , Erika A. Patall , Amanda Vite , Diane J. Lee","doi":"10.1016/j.cedpsych.2025.102442","DOIUrl":"10.1016/j.cedpsych.2025.102442","url":null,"abstract":"<div><div>Although self-determination theory (SDT) and culturally relevant and responsive education (CRRE) each offer valuable insights for supporting student motivation, they have rarely been integrated. This study introduces and validates a measure of the Race-Reimaged Autonomy-Supportive Instruction (RR-ASI) framework, which reimages core SDT practices through a culturally grounded, justice-oriented lens. Across three studies, we validated the RR-ASI framework with racially and ethnically diverse college students. Study 1 involved cognitive interviews to establish content validity. Studies 2 and 3 used confirmatory factor analysis and structural equation modeling to test construct, predictive, and incremental validity. Study 3 further tested convergent and discriminant validity. Results showed that RR-ASI subscales were distinct from traditional SDT subscales, highly reliable, and significantly predicted autonomy and emotional engagement beyond traditional SDT measures. RR-ASI practices also demonstrated strong alignment with culturally relevant teaching and appropriate divergence from stereotyping and controlling instruction. Findings suggest that autonomy support must be situated within students’ cultural and sociopolitical realities to be most effective. This work provides a theoretically grounded and adaptable framework to support motivation in diverse classrooms, advancing efforts to create more inclusive and equitable learning environments.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102442"},"PeriodicalIF":3.8,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145880921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A serious game-based social-psychological intervention to promote mathematics motivation: Effects and individual differences 基于严肃游戏的社会心理干预促进数学动机：效果和个体差异

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-15 DOI: 10.1016/j.cedpsych.2025.102439

Tanja Held , David W. Putwain , Tina Hascher

Students’ expectancy of success and subjective task values are important predictors of academic success and empirical evidence shows that interventions targeting expectancy of success or subjective task values in the classroom are effective. However, more scientific knowledge is needed to understand how different students respond to those interventions and can be motivated to learn mathematics. Also, the effectiveness of new student-addressed formats such as game-based interventions should be investigated. The present study examines the effects of a social-psychological multi-construct intervention (addressing students’ mindset and subjective task values) in mathematics, implemented as a serious game. Furthermore, we investigate how individual differences (prior expectancy of success and values, prior mathematics achievement, gender, gaming experience, gaming enjoyment, and persistence) influence the effectiveness of the intervention. Participants were 580 students from 32 classes in 16 schools in lower secondary education. Participating schools were randomly assigned to the intervention or the wait-list control group. Multilevel mixed effect models were estimated to investigate the effects of the intervention. In addition, multilevel growth models were estimated to investigate intraindividual change over time and interindividual differences in trajectories within the intervention group. Results showed positive effects of the intervention on students’ intrinsic value, utility value and mindset in mathematics. However, the findings also revealed that the efficacy of the intervention depends on individual attitudes such as prior expectancy of success, subjective task values, and persistence. Our findings suggest that a game-based multi-construct intervention can foster positive motivational outcomes in mathematics, though careful consideration of individual traits and intervention design is essential to maximise its effectiveness.

学生的成功期望和主观任务值是学业成功的重要预测因素，经验证据表明，针对课堂上的成功期望或主观任务值的干预是有效的。然而，需要更多的科学知识来了解不同的学生对这些干预措施的反应，并可以激励他们学习数学。此外，应该调查以学生为导向的新形式，如基于游戏的干预措施的有效性。本研究考察了社会心理多元结构干预（针对学生的心态和主观任务价值）在数学中作为一个严肃游戏实施的效果。此外，我们还研究了个体差异（对成功和价值观的先验期望、先前的数学成就、性别、游戏经验、游戏乐趣和持久性）如何影响干预的有效性。参与者是来自16所初中学校32个班级的580名学生。参与的学校被随机分配到干预组和等候名单对照组。估计了多水平混合效应模型来调查干预的效果。此外，估计多层次增长模型将调查干预组内个体随时间的变化和个体间轨迹的差异。结果表明，干预对学生数学内在价值、效用价值和思维方式均有积极影响。然而，研究结果也表明，干预的效果取决于个人态度，如先前对成功的期望、主观任务价值和坚持。我们的研究结果表明，基于游戏的多结构干预可以促进数学中的积极动机结果，尽管仔细考虑个体特征和干预设计对于最大化其有效性至关重要。

{"title":"A serious game-based social-psychological intervention to promote mathematics motivation: Effects and individual differences","authors":"Tanja Held , David W. Putwain , Tina Hascher","doi":"10.1016/j.cedpsych.2025.102439","DOIUrl":"10.1016/j.cedpsych.2025.102439","url":null,"abstract":"<div><div>Students’ expectancy of success and subjective task values are important predictors of academic success and empirical evidence shows that interventions targeting expectancy of success or subjective task values in the classroom are effective. However, more scientific knowledge is needed to understand how different students respond to those interventions and can be motivated to learn mathematics. Also, the effectiveness of new student-addressed formats such as game-based interventions should be investigated. The present study examines the effects of a social-psychological multi-construct intervention (addressing students’ mindset and subjective task values) in mathematics, implemented as a serious game. Furthermore, we investigate how individual differences (prior expectancy of success and values, prior mathematics achievement, gender, gaming experience, gaming enjoyment, and persistence) influence the effectiveness of the intervention. Participants were 580 students from 32 classes in 16 schools in lower secondary education. Participating schools were randomly assigned to the intervention or the wait-list control group. Multilevel mixed effect models were estimated to investigate the effects of the intervention. In addition, multilevel growth models were estimated to investigate intraindividual change over time and interindividual differences in trajectories within the intervention group. Results showed positive effects of the intervention on students’ intrinsic value, utility value and mindset in mathematics. However, the findings also revealed that the efficacy of the intervention depends on individual attitudes such as prior expectancy of success, subjective task values, and persistence. Our findings suggest that a game-based multi-construct intervention can foster positive motivational outcomes in mathematics, though careful consideration of individual traits and intervention design is essential to maximise its effectiveness.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102439"},"PeriodicalIF":3.8,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents 亚洲和拉丁裔青少年数学期望值信念发展与STEM成绩的关系

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-13 DOI: 10.1016/j.cedpsych.2025.102440

Glona Lee-Poon, Nayssan Safavian, Jacquelynne S. Eccles, Sandra D. Simpkins

The purpose of this study was to chart the development of adolescents’ math motivational beliefs (i.e., expectancies for success, interest, utility value, and attainment value) during the transition from middle to high school, and their associations with multiple STEM outcomes (i.e., career aspirations, later achievement, and coursework). In addition, we identified potential differences at the intersection of race/ethnicity and gender among Asian and Latine male/female youth. Using a cross-sequential design, we mapped adolescents’ motivational belief development across six time points during Grades 8–10 (n = 1,288; M_age = 13.79; 53 % female; 85 % Latine; 15 % Asian). We found that expectancies for success remained stable, whereas subjective task values declined. Asian male adolescents were more likely to report higher levels of expectancies for success and interest at Grade 8 than Latine female adolescents. Asian female adolescents reported higher interest at Grade 8 but displayed significantly greater declines than Latine male and female adolescents. Second, we found that expectancy-value beliefs often did not predict STEM outcomes among Asian male and female adolescents, but they mattered for Latine male and female adolescents; particularly, motivational beliefs in Grade 8 often predicted their STEM outcomes. Among Latine female adolescents, the change in motivational beliefs also significantly predicted their STEM outcomes. This study highlights that fostering positive motivational belief development, especially among Latine adolescents, may help bolster their STEM performance. Particularly, our insights inform that interventions in early adolescence could be particularly impactful in closing the gaps and improving STEM participation among marginalized youths (i.e., Latine adolescents).

本研究旨在探讨初高中阶段青少年数学动机信念（即对成功的期望、兴趣、效用价值和成就价值）的发展，以及它们与STEM多项成果（即职业抱负、后期成就和课程作业）的关系。此外，我们还确定了亚洲和拉丁裔男性/女性青年在种族/民族和性别交叉点上的潜在差异。采用交叉序列设计，我们绘制了8-10年级青少年动机信念发展的六个时间点（n = 1,288；男= 13.79；53%女性；85%拉丁裔；15%亚裔）。我们发现对成功的期望保持稳定，而主观任务价值下降。亚洲男性青少年比拉丁女性青少年更有可能报告对八年级成功和兴趣的更高期望。亚洲女性青少年在八年级表现出更高的兴趣，但与拉丁裔男性和女性青少年相比，表现出更大的下降。其次，我们发现期望价值信念通常不能预测亚洲男性和女性青少年的STEM结果，但对拉丁裔男性和女性青少年有影响；特别是，八年级的动机信念经常预测他们的STEM成绩。在拉丁裔女性青少年中，动机信念的变化也显著预测了她们的STEM成绩。这项研究强调，培养积极的动机信念发展，特别是在拉丁裔青少年中，可能有助于提高他们的STEM表现。特别是，我们的见解表明，青春期早期的干预措施在缩小边缘化青年（即拉丁裔青少年）的差距和提高STEM参与方面可能特别有效。

{"title":"The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents","authors":"Glona Lee-Poon, Nayssan Safavian, Jacquelynne S. Eccles, Sandra D. Simpkins","doi":"10.1016/j.cedpsych.2025.102440","DOIUrl":"10.1016/j.cedpsych.2025.102440","url":null,"abstract":"<div><div>The purpose of this study was to chart the development of adolescents’ math motivational beliefs (i.e., expectancies for success, interest, utility value, and attainment value) during the transition from middle to high school, and their associations with multiple STEM outcomes (i.e., career aspirations, later achievement, and coursework). In addition, we identified potential differences at the intersection of race/ethnicity and gender among Asian and Latine male/female youth. Using a cross-sequential design, we mapped adolescents’ motivational belief development across six time points during Grades 8–10 (<em>n</em> = 1,288; <em>M<sub>age</sub></em> = 13.79; 53 % female; 85 % Latine; 15 % Asian). We found that expectancies for success remained stable, whereas subjective task values declined. Asian male adolescents were more likely to report higher levels of expectancies for success and interest at Grade 8 than Latine female adolescents. Asian female adolescents reported higher interest at Grade 8 but displayed significantly greater declines than Latine male and female adolescents. Second, we found that expectancy-value beliefs often did not predict STEM outcomes among Asian male and female adolescents, but they mattered for Latine male and female adolescents; particularly, motivational beliefs in Grade 8 often predicted their STEM outcomes. Among Latine female adolescents, the change in motivational beliefs also significantly predicted their STEM outcomes. This study highlights that fostering positive motivational belief development, especially among Latine adolescents, may help bolster their STEM performance. Particularly, our insights inform that interventions in early adolescence could be particularly impactful in closing the gaps and improving STEM participation among marginalized youths (i.e., Latine adolescents).</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102440"},"PeriodicalIF":3.8,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dynamic interplay of motivational regulation strategies and achievement: insights from intensive longitudinal data 动机调节策略与成就的动态相互作用：来自密集纵向数据的见解

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-11 DOI: 10.1016/j.cedpsych.2025.102438

Yeo-eun Kim , Patrick N. Beymer , Elise C. Allen , Emily Q. Rosenzweig

Despite growing interest on how students regulate their motivation, little is known about the dynamic changes in their motivational regulation strategies and the effectiveness of those strategies in academic success. To explore the evolving patterns of motivational regulation strategies throughout a semester, we recruited 223 undergraduate students from a calculus course and collected weekly data on their strategies (totaling 1,366 responses) and their course grades. We observed a general decline in the planned use of strategies over time, with performance-oriented and behavior-focused strategies (e.g., performance-approach self-talk, environmental structuring, proximal goal setting) being the most prominent compared to more value-related strategies (e.g., enhancement of personal significance, enhancement of utility value). Additionally, we highlighted the dynamic and interconnected nature of these strategies, showing how certain approaches (e.g., mastery self-talk, proximal goal setting) acted as catalysts for others throughout the semester. Finally, our research revealed that not all motivational regulation strategies were equally effective in predicting course grades. Our findings contribute to the literature by highlighting the importance of paying attention to the temporal changes of motivational regulation as students continuously navigate and modify their motivational regulation throughout the semester.

尽管人们对学生如何调节他们的动机越来越感兴趣，但对他们的动机调节策略的动态变化以及这些策略在学业成功中的有效性知之甚少。为了探索动机调节策略在整个学期中的演变模式，我们招募了223名微积分课程的本科生，并收集了他们的策略（总共1,366份回复）和课程成绩的每周数据。我们观察到，随着时间的推移，计划策略的使用普遍下降，与更多与价值相关的策略（例如，增强个人意义，增强效用价值）相比，以绩效为导向和以行为为重点的策略（例如，绩效方法自我对话，环境结构，近距离目标设定）最为突出。此外，我们强调了这些策略的动态和相互联系的本质，展示了某些方法（例如，掌握自我对话，近端目标设定）在整个学期中如何成为其他方法的催化剂。最后，我们的研究表明，并不是所有的动机调节策略在预测课程成绩方面都同样有效。我们的研究结果强调了关注动机调节的时间变化的重要性，因为学生在整个学期中不断地导航和修改他们的动机调节。

{"title":"Dynamic interplay of motivational regulation strategies and achievement: insights from intensive longitudinal data","authors":"Yeo-eun Kim , Patrick N. Beymer , Elise C. Allen , Emily Q. Rosenzweig","doi":"10.1016/j.cedpsych.2025.102438","DOIUrl":"10.1016/j.cedpsych.2025.102438","url":null,"abstract":"<div><div>Despite growing interest on how students regulate their motivation, little is known about the dynamic changes in their motivational regulation strategies and the effectiveness of those strategies in academic success. To explore the evolving patterns of motivational regulation strategies throughout a semester, we recruited 223 undergraduate students from a calculus course and collected weekly data on their strategies (totaling 1,366 responses) and their course grades. We observed a general decline in the planned use of strategies over time, with performance-oriented and behavior-focused strategies (e.g., performance-approach self-talk, environmental structuring, proximal goal setting) being the most prominent compared to more value-related strategies (e.g., enhancement of personal significance, enhancement of utility value). Additionally, we highlighted the dynamic and interconnected nature of these strategies, showing how certain approaches (e.g., mastery self-talk, proximal goal setting) acted as catalysts for others throughout the semester. Finally, our research revealed that not all motivational regulation strategies were equally effective in predicting course grades. Our findings contribute to the literature by highlighting the importance of paying attention to the temporal changes of motivational regulation as students continuously navigate and modify their motivational regulation throughout the semester.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102438"},"PeriodicalIF":3.8,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ feelings of burnout: Does it matter for interpersonal teacher behavior and students’ affective-motivational outcomes? 教师职业倦怠感：对教师人际行为和学生情感动机结果有影响吗？

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-04 DOI: 10.1016/j.cedpsych.2025.102430

Gyde Wartenberg , Monika H. Donker , Karen Aldrup , Uta Klusmann , Tim Mainhard

Teacher burnout is theoretically and empirically assumed to impair their professional behavior. This could manifest itself in their communion (i.e., teacher friendliness) and interpersonal agency (i.e., social influence), as the two central dimensions of interpersonal teacher behavior, which in turn could negatively affect student outcomes. This study is one of the first to test this entire assumed process chain of effects. We extend prior research by considering (1) all three burnout symptoms rather than only emotional exhaustion, (2) both student and observer ratings of interpersonal teacher behavior, and (3) student-rated emotions and engagement as important affective-motivational student outcomes that have been understudied compared to cognitive learning outcomes. Drawing on data from N = 80 secondary school teachers and their N = 1748 students, multilevel analyses revealed that especially emotional exhaustion and reduced personal accomplishment were associated with less teacher communion, which was in turn associated with adverse affective experiences among students. These findings advance a more profound theoretical understanding of teacher burnout for their interpersonal behavior in class and for their students by demonstrating the hypothesized relationship for student-perceived communion while emphasizing the importance to consider all three burnout symptoms. Implications to support stakeholders in the education system to evaluate the value of interventions for reducing teacher burnout can also be derived.

教师职业倦怠在理论和实证上都被认为会损害教师的专业行为。这可以体现在他们的交流（即教师友好）和人际代理（即社会影响），作为教师人际行为的两个中心维度，这反过来又会对学生的成绩产生负面影响。这项研究是第一个测试整个假设过程链效应的研究之一。我们通过考虑(1)所有三种倦怠症状而不仅仅是情绪耗竭来扩展先前的研究，(2)学生和观察者对教师人际关系行为的评分，以及(3)与认知学习结果相比，学生评价的情绪和投入是重要的情感动机学生结果，但研究不足。利用N = 80名中学教师和他们的N = 1748名学生的数据，多层次分析显示，尤其是情绪耗竭和个人成就感降低与教师交流减少有关，而教师交流减少又与学生的不良情感体验有关。这些研究结果通过展示学生感知交流的假设关系，同时强调考虑所有三种倦怠症状的重要性，为教师在课堂上的人际行为和学生的人际行为提供了更深刻的理论理解。还可以得出支持教育系统利益相关者评估减少教师职业倦怠干预措施价值的影响。

{"title":"Teachers’ feelings of burnout: Does it matter for interpersonal teacher behavior and students’ affective-motivational outcomes?","authors":"Gyde Wartenberg , Monika H. Donker , Karen Aldrup , Uta Klusmann , Tim Mainhard","doi":"10.1016/j.cedpsych.2025.102430","DOIUrl":"10.1016/j.cedpsych.2025.102430","url":null,"abstract":"<div><div>Teacher burnout is theoretically and empirically assumed to impair their professional behavior. This could manifest itself in their communion (i.e., teacher friendliness) and interpersonal agency (i.e., social influence), as the two central dimensions of interpersonal teacher behavior, which in turn could negatively affect student outcomes. This study is one of the first to test this entire assumed process chain of effects. We extend prior research by considering (1) all three burnout symptoms rather than only emotional exhaustion, (2) both student and observer ratings of interpersonal teacher behavior, and (3) student-rated emotions and engagement as important affective-motivational student outcomes that have been understudied compared to cognitive learning outcomes. Drawing on data from <em>N</em> = 80 secondary school teachers and their <em>N</em> = 1748 students, multilevel analyses revealed that especially emotional exhaustion and reduced personal accomplishment were associated with less teacher communion, which was in turn associated with adverse affective experiences among students. These findings advance a more profound theoretical understanding of teacher burnout for their interpersonal behavior in class and for their students by demonstrating the hypothesized relationship for student-perceived communion while emphasizing the importance to consider all three burnout symptoms. Implications to support stakeholders in the education system to evaluate the value of interventions for reducing teacher burnout can also be derived.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102430"},"PeriodicalIF":3.8,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145735626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“A different pair of glasses”: Impacts of a school-based antiracist program on student and teacher critical race consciousness “一副不同的眼镜”：以学校为基础的反种族主义项目对学生和教师批判种族意识的影响

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-04 DOI: 10.1016/j.cedpsych.2025.102429

Jacqueline Cerda-Smith , Caroline Grant , Paula Yust , Channing Mathews , Kelly Lynn Mulvey

Antiracist education is a highly politicized and contested issue in the United States. This qualitative inquiry with high school students (n = 15, 10 White, 3 Black, 2 Asian) and teachers (n = 7, all White) explored the value of considering students’ and teachers’ engagement in a school-based antiracist program from a critical race consciousness framework (i.e., beliefs, feelings, and actions that challenge racism). Semi-structured, individual interviews revealed how an antiracist program, which involved reading and discussing the book Stamped: Racism, Antiracism, and You by Jason Reynolds and Dr. Ibram X. Kendi, engaged students and teachers in racism analysis, racial reflexivity, and antiracist action. Specifically, participants provided rich descriptions of how the Stamped program encouraged them to gain new perspectives, understand and recognize racism, link historical and modern racism, feel responsible and committed to racial justice, and take internal and interpersonal antiracist action. Some developmental trends emerged in which students were more likely to gain new worldviews and social cognitive mindsets whereas teachers were more likely to be racially reflexive and simultaneously discuss analysis, reflexivity, and action. Implications for antiracist programs as well as educational and developmental theory are discussed.

在美国，反种族主义教育是一个高度政治化和有争议的问题。这是一项对高中生（n = 15, 10名白人，3名黑人，2名亚洲人）和教师（n = 7，全是白人）的定性调查，探讨了从批判性种族意识框架（即挑战种族主义的信仰、感情和行动）考虑学生和教师参与校本反种族主义项目的价值。半结构化的个人访谈揭示了一个反种族主义项目是如何让学生和老师参与到种族主义分析、种族反身性和反种族主义行动中来的，该项目包括阅读和讨论杰森·雷诺兹和易伯拉姆·x·肯迪博士所著的《种族主义、反种族主义和你》一书。具体来说，参与者提供了丰富的描述，说明stamp项目如何鼓励他们获得新的视角，理解和认识种族主义，将历史和现代种族主义联系起来，感到有责任并致力于种族正义，并采取内部和人际间的反种族主义行动。学生更有可能获得新的世界观和社会认知心态，而教师更有可能具有种族反身性，同时讨论分析、反身性和行动。对反种族主义项目以及教育和发展理论的影响进行了讨论。

{"title":"“A different pair of glasses”: Impacts of a school-based antiracist program on student and teacher critical race consciousness","authors":"Jacqueline Cerda-Smith , Caroline Grant , Paula Yust , Channing Mathews , Kelly Lynn Mulvey","doi":"10.1016/j.cedpsych.2025.102429","DOIUrl":"10.1016/j.cedpsych.2025.102429","url":null,"abstract":"<div><div>Antiracist education is a highly politicized and contested issue in the United States. This qualitative inquiry with high school students (<em>n</em> = 15, 10 White, 3 Black, 2 Asian) and teachers (<em>n</em> = 7, all White) explored the value of considering students’ and teachers’ engagement in a school-based antiracist program from a critical race consciousness framework (i.e., beliefs, feelings, and actions that challenge racism). Semi-structured, individual interviews revealed how an antiracist program, which involved reading and discussing the book <em>Stamped: Racism, Antiracism, and You</em> by Jason Reynolds and Dr. Ibram X. Kendi, engaged students and teachers in racism analysis, racial reflexivity, and antiracist action. Specifically, participants provided rich descriptions of how the Stamped program encouraged them to gain new perspectives, understand and recognize racism, link historical and modern racism, feel responsible and committed to racial justice, and take internal and interpersonal antiracist action. Some developmental trends emerged in which students were more likely to gain new worldviews and social cognitive mindsets whereas teachers were more likely to be racially reflexive and simultaneously discuss analysis, reflexivity, and action. Implications for antiracist programs as well as educational and developmental theory are discussed.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"84 ","pages":"Article 102429"},"PeriodicalIF":3.8,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145697913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationships between the inclusion of students with special educational needs and their classmates’ school outcomes – a replication study 有特殊教育需要的学生与其同学学业成绩的关系——一项重复研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 DOI: 10.1016/j.cedpsych.2025.102426

Aleksander Kocaj

Students with special educational needs (SEN) are increasingly included in the general classroom. This study directly replicates results on the relationships between inclusive schooling and the academic, motivational, and psychosocial outcomes of students without SEN. Analyses relied on consecutive representative large-scale assessments of fourth-graders in German primary schools with similar sampling procedures, study designs, and measures between the original and replication studies. Multilevel regression models compared students without classmates with SEN (n = 13,525) to those with at least one classmate with SEN (n = 9,175), with additional analyses for classmates with different types of SEN (i.e., learning disabilities, speech or language impairments, emotional disorders). Consistent with the original study, results indicate that inclusive schooling does not negatively affect students without SEN. However, their academic achievement in spelling and mathematics was slightly lower in inclusive classrooms, with small effect sizes. Overall, most effect sizes were comparable between the original and replication studies.

有特殊教育需要的学生越来越多地被纳入普通课堂。本研究直接重复了关于包容性学校教育与没有sen的学生的学业、动机和心理社会结果之间关系的结果。分析依赖于对德国小学四年级学生的连续代表性大规模评估，采用相似的抽样程序、研究设计和原始研究与复制研究之间的测量方法。多水平回归模型比较了没有同学患有SEN的学生（n = 13,525）和至少有一个同学患有SEN的学生（n = 9,175），并对不同类型SEN的同学（即学习障碍，言语或语言障碍，情绪障碍）进行了额外的分析。与原始研究一致，结果表明全纳教育对没有sen的学生没有负面影响。然而，他们在全纳课堂上的拼写和数学学业成绩略低，效应量较小。总体而言，大多数效应量在原始研究和重复研究之间具有可比性。

{"title":"Relationships between the inclusion of students with special educational needs and their classmates’ school outcomes – a replication study","authors":"Aleksander Kocaj","doi":"10.1016/j.cedpsych.2025.102426","DOIUrl":"10.1016/j.cedpsych.2025.102426","url":null,"abstract":"<div><div>Students with special educational needs (SEN) are increasingly included in the general classroom. This study directly replicates results on the relationships between inclusive schooling and the academic, motivational, and psychosocial outcomes of students without SEN. Analyses relied on consecutive representative large-scale assessments of fourth-graders in German primary schools with similar sampling procedures, study designs, and measures between the original and replication studies. Multilevel regression models compared students without classmates with SEN (n = 13,525) to those with at least one classmate with SEN (n = 9,175), with additional analyses for classmates with different types of SEN (i.e., learning disabilities, speech or language impairments, emotional disorders). Consistent with the original study, results indicate that inclusive schooling does not negatively affect students without SEN. However, their academic achievement in spelling and mathematics was slightly lower in inclusive classrooms, with small effect sizes. Overall, most effect sizes were comparable between the original and replication studies.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102426"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0