Contemporary Educational Psychology最新文献

英文中文

Methodological and theoretical guidance: Moving educational psychology towards anti-racist bodies of knowledge

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-03-01 DOI: 10.1016/j.cedpsych.2025.102337

Francesca López, Jessica T. DeCuir-Gunby

引用次数: 0

Writing quality from different latent profiles of revision subprocesses in upper-primary students

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-15 DOI: 10.1016/j.cedpsych.2025.102353

Olga Arias-Gundín , Celestino Rodríguez , José Carlos Núñez , Gert Rijlaarsdam , Paula López

Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.

{"title":"Writing quality from different latent profiles of revision subprocesses in upper-primary students","authors":"Olga Arias-Gundín , Celestino Rodríguez , José Carlos Núñez , Gert Rijlaarsdam , Paula López","doi":"10.1016/j.cedpsych.2025.102353","DOIUrl":"10.1016/j.cedpsych.2025.102353","url":null,"abstract":"<div><div>Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102353"},"PeriodicalIF":3.9,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445558","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

Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-11 DOI: 10.1016/j.cedpsych.2025.102352

Leigh McLean , Nathan Jones

Processes of classroom emotional transmission have been identified whereby the emotions expressed by an individual are induced in others, with particular attention paid to how this unfolds among teachers and their students. However, there is still much to be clarified about how teachers’ and students’ emotions transmit in the classroom, including the extent to which the teachers’ observable emotional expressions are meaningful for students’ learning experiences and the potential context-specificity of these associations. In the present study, we introduce the Teacher Affect Coding System (TACS), a new observational measure of teachers’ emotional expressions and use data from this measure to describe the factor structure and nature of these emotional expressions as teachers instruct in mathematics and English language arts (ELA). We then use TACS data in combination with students’ self-reports of their content area enjoyment, anxiety, and behavioral engagement to conduct an exploratory analysis of the associations among teachers’ expressions and their students’ learning-related emotions and behaviors in each content area. Participants included 65 fourth-grade teachers and 805 students recruited from a Southwestern U.S. state. Confirmatory factor analyses revealed four factors differentiating between positive and negative emotions in each content area. Descriptive analyses indicated that teachers displayed more positive emotions than negative, and that emotional expressions were fairly consistent across content areas. Path analyses revealed that teachers’ negative emotional expressions in ELA were associated with reduced student ELA enjoyment and engagement, and negative emotional expressions in mathematics were associated with reduced student mathematics engagement. Findings speak to the importance of teacher training and professional learning opportunities focusing on emotional regulation skills among elementary teachers.

{"title":"Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement","authors":"Leigh McLean , Nathan Jones","doi":"10.1016/j.cedpsych.2025.102352","DOIUrl":"10.1016/j.cedpsych.2025.102352","url":null,"abstract":"<div><div>Processes of classroom emotional transmission have been identified whereby the emotions expressed by an individual are induced in others, with particular attention paid to how this unfolds among teachers and their students. However, there is still much to be clarified about how teachers’ and students’ emotions transmit in the classroom, including the extent to which the teachers’ observable emotional expressions are meaningful for students’ learning experiences and the potential context-specificity of these associations. In the present study, we introduce the Teacher Affect Coding System (TACS), a new observational measure of teachers’ emotional expressions and use data from this measure to describe the factor structure and nature of these emotional expressions as teachers instruct in mathematics and English language arts (ELA). We then use TACS data in combination with students’ self-reports of their content area enjoyment, anxiety, and behavioral engagement to conduct an exploratory analysis of the associations among teachers’ expressions and their students’ learning-related emotions and behaviors in each content area. Participants included 65 fourth-grade teachers and 805 students recruited from a Southwestern U.S. state. Confirmatory factor analyses revealed four factors differentiating between positive and negative emotions in each content area. Descriptive analyses indicated that teachers displayed more positive emotions than negative, and that emotional expressions were fairly consistent across content areas. Path analyses revealed that teachers’ negative emotional expressions in ELA were associated with reduced student ELA enjoyment and engagement, and negative emotional expressions in mathematics were associated with reduced student mathematics engagement. Findings speak to the importance of teacher training and professional learning opportunities focusing on emotional regulation skills among elementary teachers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102352"},"PeriodicalIF":3.9,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420582","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

Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-07 DOI: 10.1016/j.cedpsych.2025.102351

Blake D. Ebright-Jones , Kai S. Cortina , Nicole Mahler , Kevin F. Miller

With mobile eye tracking, we recorded in 46 classrooms how often teachers focused on each student during a regular classroom period. We matched data with video footage identifying student behaviors that violated classroom norms. We found different profiles of behavior by student gender and race and differences in teacher responses based on the type of norm violation and teacher expertise. Teachers did not focus on one gender more than another, but they looked at Black students more often than at White students. Teachers observe Black students violating norms more often than White students, but only for infractions that indicate active participation. This corroborates Black students’ perception that teachers scrutinize their behavior more. While this could indicate a sensitivity to pedagogical needs, we interpret it as teacher bias with potentially drastic downstream effects.

引用次数: 0

“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-05 DOI: 10.1016/j.cedpsych.2025.102349

Hyewon Lee , Shirley L. Yu , Tzu-Jung Lin , Minjung Kim

High effort is critical to complete difficult introductory courses in Science, Technology, Engineering, and Mathematics (STEM) fields. However, high effort can be negatively related to science self-concept (SC) as it can indicate a lack of brilliance in STEM. Further, this relation can be more pronounced for women due to gender stereotypes. To address gender differences in the relations between perceived effort and science SC, in this study, we measured two types of perceived effort: (1) criterion effort (the perception of trying hard) and (2) comparative effort (the perception of trying harder than others), and we examined possible gender differences in their correlates. Overall, we examined whether and to what extent reciprocal relations among two types of perceived effort, science SC, and achievement differ as a function of gender over the course of a semester in introductory chemistry. We utilized multiple-group latent cross-lagged panel analysis with undergraduate students (N = 690) in introductory chemistry courses in the U.S. Our findings indicate (a) positive roles of criterion effort for women, (b) negative roles of comparative effort for both genders, and (c) reciprocal relations between two types of perceived effort and achievement, which were more pronounced for women, in introductory chemistry. These findings suggest that promoting criterion effort and deemphasizing comparative effort will ultimately encourage science SC and success for both genders in STEM.

{"title":"“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry","authors":"Hyewon Lee , Shirley L. Yu , Tzu-Jung Lin , Minjung Kim","doi":"10.1016/j.cedpsych.2025.102349","DOIUrl":"10.1016/j.cedpsych.2025.102349","url":null,"abstract":"<div><div>High effort is critical to complete difficult introductory courses in Science, Technology, Engineering, and Mathematics (STEM) fields. However, high effort can be negatively related to science self-concept (SC) as it can indicate a lack of brilliance in STEM. Further, this relation can be more pronounced for women due to gender stereotypes. To address gender differences in the relations between perceived effort and science SC, in this study, we measured two types of perceived effort: (1) <em>criterion effort</em> (the perception of trying hard) and (2) <em>comparative effort</em> (the perception of trying harder than others), and we examined possible gender differences in their correlates. Overall, we examined whether and to what extent reciprocal relations among two types of perceived effort, science SC, and achievement differ as a function of gender over the course of a semester in introductory chemistry. We utilized multiple-group latent cross-lagged panel analysis with undergraduate students (<em>N</em> = 690) in introductory chemistry courses in the U.S. Our findings indicate (a) positive roles of criterion effort for women, (b) negative roles of comparative effort for both genders, and (c) reciprocal relations between two types of perceived effort and achievement, which were more pronounced for women, in introductory chemistry. These findings suggest that promoting criterion effort and deemphasizing comparative effort will ultimately encourage science SC and success for both genders in STEM.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102349"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Confusion and confusion regulation: An empirical investigation of the emotion regulation in achievement situations model

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-05 DOI: 10.1016/j.cedpsych.2025.102350

Krista R. Muis , Martina Kohatsu , Reinhard Pekrun , Shasha Li

We examined the antecedents and consequences of confusion and confusion regulation during complex statistics problem-solving. One hundred sixty-eight university students from Canada, the US, and the UK reported their trait-like habitual confusion regarding statistics, and perceptions of control for solving complex statistics problems. After learning about the binomial theorem, students were asked to solve three complex statistics problems. A think-emote-aloud protocol was used to capture confusion and confusion regulation during problem-solving. Following problem completion, students reported the intensity of the confusion they felt during problem-solving, their perceptions of control during problem-solving, along with the frequency with which they used confusion regulation strategies, including competence development, cognitive reappraisal, expressive suppression, and control-focused strategies. Path analyses revealed that initial confusion about statistics negatively predicted students’ initial perceived control for the task, and that initial perceived control negatively predicted confusion experienced during problem-solving. Initial perceived control also served as a positive antecedent to competence development. Confusion did not predict any confusion regulation strategies but moderated cognitive reappraisal and suppression whereby only higher levels of confusion predicted higher levels of those two strategies. Confusion during problem-solving also negatively predicted perceived control during problem-solving, which subsequently predicted problem-solving achievement. Finally, competence development and the use of control-focused strategies positively predicted perceived control during problem-solving. Results indicate that perceived control serves as an important antecedent to confusion regulation, that confusion moderates these relations, and support the reciprocity of Emotions in Achievement Situations (ERAS) model.

{"title":"Confusion and confusion regulation: An empirical investigation of the emotion regulation in achievement situations model","authors":"Krista R. Muis , Martina Kohatsu , Reinhard Pekrun , Shasha Li","doi":"10.1016/j.cedpsych.2025.102350","DOIUrl":"10.1016/j.cedpsych.2025.102350","url":null,"abstract":"<div><div>We examined the antecedents and consequences of confusion and confusion regulation during complex statistics problem-solving. One hundred sixty-eight university students from Canada, the US, and the UK reported their trait-like habitual confusion regarding statistics, and perceptions of control for solving complex statistics problems. After learning about the binomial theorem, students were asked to solve three complex statistics problems. A think-emote-aloud protocol was used to capture confusion and confusion regulation during problem-solving. Following problem completion, students reported the intensity of the confusion they felt during problem-solving, their perceptions of control during problem-solving, along with the frequency with which they used confusion regulation strategies, including competence development, cognitive reappraisal, expressive suppression, and control-focused strategies. Path analyses revealed that initial confusion about statistics negatively predicted students’ initial perceived control for the task, and that initial perceived control negatively predicted confusion experienced during problem-solving. Initial perceived control also served as a positive antecedent to competence development. Confusion did not predict any confusion regulation strategies but moderated cognitive reappraisal and suppression whereby only higher levels of confusion predicted higher levels of those two strategies. Confusion during problem-solving also negatively predicted perceived control during problem-solving, which subsequently predicted problem-solving achievement. Finally, competence development and the use of control-focused strategies positively predicted perceived control during problem-solving. Results indicate that perceived control serves as an important antecedent to confusion regulation, that confusion moderates these relations, and support the reciprocity of Emotions in Achievement Situations (ERAS) model.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102350"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376564","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

Testing a weekly utility value intervention in college physics and chemistry courses

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-05 DOI: 10.1016/j.cedpsych.2025.102348

Patrick N. Beymer , Emily Q. Rosenzweig

We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which college students were asked to reflect on the value of course content using a brief writing prompt for 13 consecutive weeks in two separate courses: physics (N = 631) and chemistry (N = 1,348). We used a randomized controlled trial and examined effects on weekly course importance value, weekly course interest, final course interest, STEM career intentions, and performance. Multilevel modeling and linear regression revealed that in both courses, those who participated in the weekly UVI had higher average weekly importance value (d_physics = 0.20, d_chemistry = 0.08) and weekly interest (d_physics = 0.18, d_chemistry = 0.10) compared to those in the control group. In chemistry, the weekly UVI was also found to be effective in increasing final course interest (d = 0.10) and STEM career intentions (d = 0.11). In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group (d_{raciallymarginalized} = 0.48, d_{nonraciallymarginalized} = 0.04). Finally, in chemistry, the weekly UVI increased course grades for women, when compared to women in the control group (d_women = 0.08, d_men = 0.07). The positive effects on weekly importance value and interest in both courses demonstrate the potential of brief weekly motivational interventions that do not require extensive instructor burden for enhancing college students’ STEM interest and participation. However, mixed long-term effects, course-specific effects, and inconsistent patterns of moderation point to important boundary conditions that may constrain the effectiveness of weekly UVIs unless researchers take steps to mitigate them in future research.

{"title":"Testing a weekly utility value intervention in college physics and chemistry courses","authors":"Patrick N. Beymer , Emily Q. Rosenzweig","doi":"10.1016/j.cedpsych.2025.102348","DOIUrl":"10.1016/j.cedpsych.2025.102348","url":null,"abstract":"<div><div>We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which college students were asked to reflect on the value of course content using a brief writing prompt for 13 consecutive weeks in two separate courses: physics (<em>N</em> = 631) and chemistry (<em>N</em> = 1,348). We used a randomized controlled trial and examined effects on weekly course importance value, weekly course interest, final course interest, STEM career intentions, and performance. Multilevel modeling and linear regression revealed that in both courses, those who participated in the weekly UVI had higher average weekly importance value (<em>d</em><sub>physics</sub> = 0.20, <em>d</em><sub>chemistry</sub> = 0.08) and weekly interest (<em>d</em><sub>physics</sub> = 0.18, <em>d</em><sub>chemistry</sub> = 0.10) compared to those in the control group. In chemistry, the weekly UVI was also found to be effective in increasing final course interest (<em>d</em> = 0.10) and STEM career intentions (<em>d</em> = 0.11). In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group (<em>d</em><sub>raciallymarginalized</sub> = 0.48, <em>d</em><sub>nonraciallymarginalized</sub> = 0.04). Finally, in chemistry, the weekly UVI increased course grades for women, when compared to women in the control group (<em>d</em><sub>women</sub> = 0.08, <em>d</em><sub>men</sub> = 0.07). The positive effects on weekly importance value and interest in both courses demonstrate the potential of brief weekly motivational interventions that do not require extensive instructor burden for enhancing college students’ STEM interest and participation. However, mixed long-term effects, course-specific effects, and inconsistent patterns of moderation point to important boundary conditions that may constrain the effectiveness of weekly UVIs unless researchers take steps to mitigate them in future research.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102348"},"PeriodicalIF":3.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Black university students’ lived connections between classroom assessment and motivation

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-02-04 DOI: 10.1016/j.cedpsych.2025.102347

Lia M. Daniels, Sarah Ferede, Zalika Scott-Ugwuegbula

Most school systems involve an implicit connection between classroom assessment and student motivation. How visible minority students, particularly students who are Black, experience this connection given the historical and ongoing racism associated with assessment practices, is unknown. This study aimed to understand how Black students in North American post-secondary settings experience assessment and its association with motivation. Using an interpretive phenomenological analysis, we conducted focus groups with 20 Black students with various cultural backgrounds to discern connections between assessment and motivation in the North American context. We identified three overarching themes that described how participants connect assessment with motivation: the reality of being Black; a combined desire and need to excel; and nuances of the assessment and environment. The examples participants shared align with much of the existing literature documenting the tension between experiences of anti-black racism and individual and familial expectations for success, that create importance around assessment and sustain motivation. We discuss the results in light of the attitude-achievement paradox and provide recommendations for instructors regarding the assessment climate.

{"title":"Black university students’ lived connections between classroom assessment and motivation","authors":"Lia M. Daniels, Sarah Ferede, Zalika Scott-Ugwuegbula","doi":"10.1016/j.cedpsych.2025.102347","DOIUrl":"10.1016/j.cedpsych.2025.102347","url":null,"abstract":"<div><div>Most school systems involve an implicit connection between classroom assessment and student motivation. How visible minority students, particularly students who are Black, experience this connection given the historical and ongoing racism associated with assessment practices, is unknown. This study aimed to understand how Black students in North American post-secondary settings experience assessment and its association with motivation. Using an interpretive phenomenological analysis, we conducted focus groups with 20 Black students with various cultural backgrounds to discern connections between assessment and motivation in the North American context. We identified three overarching themes that described how participants connect assessment with motivation: the reality of being Black; a combined desire and need to excel; and nuances of the assessment and environment. The examples participants shared align with much of the existing literature documenting the tension between experiences of anti-black racism and individual and familial expectations for success, that create importance around assessment and sustain motivation. We discuss the results in light of the attitude-achievement paradox and provide recommendations for instructors regarding the assessment climate.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102347"},"PeriodicalIF":3.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143309970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An anti-colonial approach to deconstructing and reconstructing educational psychology theories

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-01-22 DOI: 10.1016/j.cedpsych.2025.102344

Korinthia D. Nicolai , Tasneem L. Talib , Stella Jackman-Ryan , N. Leigh Boyd , Allison Zengilowski , Sarita Y. Shukla , Jason A. Chen

In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.

引用次数: 0

Reclaiming and recasting: An anti-racist approach to psychometric instrument development

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-01-20 DOI: 10.1016/j.cedpsych.2025.102340

Angela M. White , Christy M. Byrd , Tanya A. Malloy

The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby & Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.

{"title":"Reclaiming and recasting: An anti-racist approach to psychometric instrument development","authors":"Angela M. White , Christy M. Byrd , Tanya A. Malloy","doi":"10.1016/j.cedpsych.2025.102340","DOIUrl":"10.1016/j.cedpsych.2025.102340","url":null,"abstract":"<div><div>The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby & Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102340"},"PeriodicalIF":3.9,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165161","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

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Contemporary Educational Psychology

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀