Contemporary Educational Psychology最新文献

It’s not all about recognition and Influence: The role of communal and agentic goals and motives in science for diverse high school students 不全是认可和影响：对不同高中生而言，共同目标和代理目标及动机在科学中的作用

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-10-28 DOI: 10.1016/j.cedpsych.2024.102320

Ross C. Anderson , Jenefer Husman , Matthew H. Kim , Ed Madison

In this study, we consider the intersections of the goal congruity framework and a related motivational model of self-transcendent versus self-oriented motives in learning. Each approach to understanding students’ motivations in science calls attention to the value of communal orientations (helping others, working for the social good, and collaboration) and contrasts them with individualistic motives (self-promotion, wealth generation, knowledge and skill development, and recognition). Whereas the goal congruity model focuses on students’ perceptions of science as a career, the self-transcendent motives model focuses on students’ self-perceptions of their motivation. In a sample of racially diverse high school students with a specific focus on Latinx youth, these models help to distinguish science learning motives and goal affordances in science career paths that are more communal and self-transcendent from those that are more agentic and self-oriented. First, we evaluated the construct validity to learn if these models, operationalized through psychological measures, function adequately for diverse high school students. Next, we evaluated if and how these interrelated motivational models explained unique variance in a meaningful way with how students value science and identify with science community values. We found that students’ self-oriented and self-transcendent motives in science and perceived communal goal affordances explained unique variance in students’ identification with science community values. Self-oriented motives uniquely predicted intrinsic value, interest value and attainment value for science. Perceived communal goal affordances of science uniquely predicted the utility value and attainment value for science. Agentic goal affordances that were more extrinsic, such as money and recognition, did not function well enough to remain in the SEM model. Findings provide important clarifications for the specific context of science learning for diverse high school students that both build on and distinguish from past research.

在本研究中，我们考虑了目标一致性框架与自我超越与自我导向学习动机的相关动机模型的交叉点。这两种理解学生科学学习动机的方法都呼吁人们关注公共取向（帮助他人、为社会利益工作和合作）的价值，并将其与个人主义动机（自我提升、创造财富、发展知识和技能以及获得认可）进行对比。目标一致性模型侧重于学生对科学作为一种职业的看法，而自我超越动机模型则侧重于学生对其动机的自我看法。在以拉美裔青少年为重点的不同种族高中生样本中，这些模型有助于区分科学学习动机和科学职业道路中的目标承受能力，前者更倾向于公共性和自我超越，后者更倾向于代理性和自我导向。首先，我们对建构有效性进行了评估，以了解这些通过心理测量来操作的模型是否对不同的高中生有充分的作用。接下来，我们评估了这些相互关联的动机模型是否以及如何以一种有意义的方式解释学生如何重视科学和认同科学界价值观的独特差异。我们发现，学生在科学方面的自我导向和自我超越动机以及感知到的社区目标负担能力解释了学生对科学社区价值认同的独特差异。自我导向动机对科学的内在价值、兴趣价值和成就价值具有独特的预测作用。感知到的科学社群目标负担能力可以独特地预测科学的效用价值和成就价值。而金钱和认可等更多的外在的代理目标负担则不足以在 SEM 模型中继续发挥作用。研究结果为不同高中生学习科学的具体环境提供了重要说明，既借鉴了过去的研究，又与之有所区别。

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引用次数: 0

Three applications of semantic network analysis to individual student think-aloud data 语义网络分析在学生个体思考-朗读数据中的三种应用

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-10-19 DOI: 10.1016/j.cedpsych.2024.102318

Jennifer G. Cromley , Joseph F. Mirabelli , Andrea J. Kunze

Student during-learning data such as think-alouds or writing are often coded for use of strategies or moves, but less often for what knowledge the student is using. However, analyzing the content of such products could yield much valuable information. A promising technique for analyzing the content of student products is semantic network analysis, more widely used in political science, communication, information science, and some other social science disciplines. We reviewed the small literature on semantic network analysis (SemNA) of individuals with relevant outcomes to identify which network analysis metrics might be suitable. The Knowledge Integration (KI) framework from science education is discussed as focusing on amount and structure of student knowledge, and therefore especially relevant for testing with SemNA metrics. We then re-analyze three published think-aloud data sets from undergraduate students learning introductory biology with the metrics found in the literature review. Significant relations with posttest comprehension score are found for number of nodes and edges; degree and betweenness centrality; diameter, and mean distance. Inconsistent results possibly due to text-specific features were found for number of clusters, LCC, and density, and null results were found for PageRank centrality and centralization degree. Basic principles from the KI framework are supported—amount of information (nodes), connections (edges, average degree), key ideas (degree and betweenness centrality) and length of causal chains (mean distance and diameter) are related to posttest comprehension, but not density or LCC. Possible explanations for slight variations across data sets are discussed, and alternative theories and metrics are offered.

学生在学习过程中的数据，如思考-扩音或写作，经常被编码为策略或动作的使用，但较少被编码为学生使用了哪些知识。然而，分析这些产品的内容可以获得许多有价值的信息。语义网络分析是一种很有前途的分析学生产品内容的技术，在政治学、传播学、信息科学和其他一些社会科学学科中得到了更广泛的应用。我们查阅了有关个人语义网络分析（SemNA）的少量文献，以确定哪些网络分析指标可能适用于相关成果。我们讨论了科学教育中的知识整合（KI）框架，该框架侧重于学生知识的数量和结构，因此特别适合用 SemNA 指标进行测试。然后，我们用文献综述中发现的指标重新分析了三组已发表的本科生学习生物学入门的思考-朗读数据。结果发现，节点和边的数量、度数和度间中心性、直径和平均距离与测试后的理解得分有显著关系。在聚类数、LCC 和密度方面，发现了可能由于特定文本特征而导致的不一致结果；在 PageRank 中心性和中心化程度方面，发现了无效结果。KI 框架的基本原理得到了支持--信息量（节点）、连接（边、平均度）、关键观点（度和间中心性）和因果链长度（平均距离和直径）与测试后的理解力有关，但与密度或 LCC 无关。本文讨论了不同数据集之间存在微小差异的可能原因，并提出了其他理论和衡量标准。

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引用次数: 0

An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination 一项探索性实验，调查教师的种族和性别偏见归因以及个人种族歧视经历的调节作用

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-10-05 DOI: 10.1016/j.cedpsych.2024.102317

Yasemin Copur-Gencturk , Ian Thacker , Joseph R. Cimpian

The factors to which teachers attribute students’ successes and failures have important consequences for teachers’ instructional decisions as well as their expectations of students. Yet few, if any, experimental studies have been conducted to investigate the role that students’ race and gender play in how teachers make sense of students’ academic performance. In this exploratory experimental study, conducted with 413 mathematics teachers across the United States, we investigated the extent to which teachers attributed students’ performance disparities in mathematics to internal and external factors based on the students’ race and gender and explored the extent to which teachers’ beliefs and dispositions moderated their attributions. To do so, teachers were first given a collection of the student solutions with no gender or racial performance disparities. They were then randomly assigned to one of four conditions in which they were told that on this particular assessment: boys outperformed girls, girls outperformed boys, Black and Hispanic students outperformed White and Asian students, or that White and Asian students outperformed Black and Hispanic students. They were asked to report the reasons behind the disparities in math performance of these groups. We found that teachers attributed gender disparities in student performance to innate math ability, effort, and external social factors, whereas they attributed racial disparities in student performance to biological influences on intelligence, effort, external social factors or the assessment context. Teachers’ self-reported personal experience with racial discrimination moderated race differences in teacher attributions.

教师将学生的成功和失败归因于哪些因素，这对教师的教学决策和对学生的期望都有重要影响。然而，很少有实验研究（如果有的话）来探讨学生的种族和性别在教师如何理解学生学业成绩方面所起的作用。在这项由全美 413 名数学教师参加的探索性实验研究中，我们调查了教师根据学生的种族和性别，将学生数学成绩的差异归因于内部和外部因素的程度，并探讨了教师的信念和处置方式在多大程度上调节了他们的归因。为此，首先向教师们提供了一组没有性别或种族成绩差异的学生解决方案。然后，他们被随机分配到四种情况中的一种，在这种情况下，他们被告知，在这一特定的评估中：男生的成绩优于女生，女生的成绩优于男生，黑人和西班牙裔学生的成绩优于白人和亚裔学生，或者白人和亚裔学生的成绩优于黑人和西班牙裔学生。我们要求他们报告这些群体数学成绩差异背后的原因。我们发现，教师将学生成绩的性别差异归因于先天数学能力、努力程度和外部社会因素，而将学生成绩的种族差异归因于智力的生物影响、努力程度、外部社会因素或评估环境。教师自述的个人种族歧视经历调节了教师归因中的种族差异。

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引用次数: 0

How much active teaching should be incorporated into college course lectures to promote active learning? 大学课程讲授中应融入多少主动式教学以促进主动学习？

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-10-02 DOI: 10.1016/j.cedpsych.2024.102316

Amedee Marchand Martella , Melissa Swisher , Richard E. Mayer

A long-standing controversy in the learning sciences involves the appropriate balance between more didactic forms of instruction (e.g., lecture) and those that involve more active teaching (e.g., student learning activities). There have been calls for second generation research that examines how much class time should be allocated to student learning activities and how much to lecture to maximize student learning in college courses—a question of the appropriate mix of instructor lecture and student activity. The purpose of the present study was to systematically compare the effects on learning outcomes of two mixtures of learning activities and lecture during a college course on research methods: mostly lecture (consisting of ∼67 % to 75 % lecture and ∼25 % to 33 % learning activities), and mostly activity (consisting of ∼67 % to 75 % learning activities and ∼25 % to 33 % lecture). In a between-subjects design, students in a research-methods in psychology course experienced in-class lessons that were mostly lecture or mostly activity across two different lessons. Participants in the mostly activity condition scored significantly higher on an assessment of learning than those in the mostly lecture condition for a lesson on single-case research designs (d = 0.38) which was less complex but performance between the two instructional conditions was similar for the lesson on direct observational methods which was more complex. Theoretical implications involve potential refinements to generative learning theory. Practical implications involve recommendations for when to provide high amounts of student learning activities during a class period.

长期以来，学习科学领域一直存在着一个争议，即如何在说教式教学（如讲授）和主动式教学（如学生学习活动）之间取得适当的平衡。有人呼吁开展第二代研究，探讨在大学课程中，应将多少课时分配给学生学习活动，多少课时用于讲授，以最大限度地提高学生的学习效果--这就是教师讲授和学生活动的适当组合问题。本研究的目的是系统地比较大学研究方法课程中学习活动和讲授两种混合方式对学习效果的影响：讲授为主（讲授占 67% 至 75%，学习活动占 25% 至 33%），活动为主（学习活动占 67% 至 75%，讲授占 25% 至 33%）。在主体间设计中，心理学研究方法课程的学生在两节不同的课上经历了以讲授为主或以活动为主的课堂教学。在复杂程度较低的单案例研究设计课程中，以活动为主的学生在学习评估中的得分明显高于以讲授为主的学生（d = 0.38），但在复杂程度较高的直接观察法课程中，两种教学条件下的学生表现相似。理论影响包括对生成性学习理论的潜在改进。实践意义包括建议何时在课堂上提供大量的学生学习活动。

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引用次数: 0

Self-efficacy inertia: The role of competency beliefs and academic burden in achievement 自我效能惰性：能力信念和学业负担对成绩的影响

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-30 DOI: 10.1016/j.cedpsych.2024.102315

Sarah M. Wolff , Jonathan C. Hilpert , Vanessa W. Vongkulluksn , Matthew L. Bernacki , Jeffrey A. Greene

The effort to translate self-efficacy theory into statistical models has been argued to model out the complex, dynamic nature of the interaction between the person and the environment. This study aimed to understand how self-efficacy (belief in one’s abilities) and academic burden (the external challenges students face in their studies) relate to academic performance over time and whether modeling both between and within subject variance components provides a more comprehensive perspective that is better aligned with theory. Self-efficacy and academic burden were collected at five time points, one month apart from undergraduate students (N = 443) enrolled in an online biology class. The data were fit to four models: 1) a standard cross lagged panel model (CLPM), 2) a random intercept cross-lagged panel model (RI-CLPM), 3) an RI-CLPM in which grade was regressed on the random-intercepts, and 4) an RI-CLPM in which grade was regressed on the random-intercepts and the within-person fluctuations. The RI-CLPM was a better fit to the data over the CLPM, indicating that separating effects that are attributed to individual differences from within-person effects appears to better capture the reciprocal relationships between self-efficacy and academic burden. Further, when only the general tendencies of self-efficacy and academic burden were specified to predict final grade, there was a significant positive relationship between self-efficacy and grades. However, when within-person variations over time were added as predictors in addition to the between-person differences, this general relationship lost significance. These findings suggest that gaining self-efficacy momentum in a class is perhaps more predictive of academic achievement than having a general tendency towards confidence in one’s abilities relative to peers.

将自我效能感理论转化为统计模型的努力被认为是为了模拟出人与环境之间复杂、动态的互动性质。本研究旨在了解自我效能感（对自身能力的信念）和学业负担（学生在学习中面临的外部挑战）与学业成绩的关系，以及学科间和学科内变异成分建模是否能提供更全面、更符合理论的视角。我们在五个时间点收集了自我效能感和学业负担的数据，这些数据来自参加在线生物课的本科生（人数 = 443），时间点相隔一个月。数据被拟合到四个模型中：1）标准交叉滞后面板模型（CLPM）；2）随机截距交叉滞后面板模型（RI-CLPM）；3）成绩对随机截距进行回归的 RI-CLPM 模型；4）成绩对随机截距和人内波动进行回归的 RI-CLPM 模型。与 CLPM 相比，RI-CLPM 更好地拟合了数据，这表明将个体差异效应与人内效应分开似乎能更好地捕捉自我效能感与学业负担之间的相互关系。此外，当只用自我效能感和学业负担的一般倾向来预测最终成绩时，自我效能感和成绩之间存在显著的正相关关系。然而，如果除了人与人之间的差异外，再加上人与人之间随时间的变化作为预测因素，这种一般关系就失去了意义。这些研究结果表明，在班级中获得自我效能感的动力也许比对自己的能力相对于同龄人的普遍自信更能预测学习成绩。

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引用次数: 0

Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3 教师-家长学业支持档案：与儿童在二年级和三年级坚持完成任务的关系

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-19 DOI: 10.1016/j.cedpsych.2024.102314

Justina Davolyte , Noona Kiuru , Saule Raiziene , Gintautas Silinskas

This study aimed to identify profiles of academic support (help frequency, positive affect, and autonomy support) that teachers and parents provide for children and examine their associations with children’s task persistence in Grades 2 and 3 after controlling for children’s gender, academic performance, and parents’ educational level. Altogether, 614 children participated in the study (48 % girls). Their parents (n = 576) reported on academic support at home at the end of Grade 3 (T2). Their teachers (n = 40) rated academic support that they provided for each child in their class at the end of Grade 3 (T2). At each measurement occasion (T1 and T2), teachers rated children’s task persistence. First, latent profile analysis identified four teacher-parent academic support profiles in Grade 3 (T2): High teacher positive affect (37.5 %); Average help, autonomy, and positive affect (26.3 %); Moderately low teacher positive affect (32 %): and Very low teacher positive affect (4.2 %). Second, the results indicated that the more persistent children were in Grade 2, the more likely they were to belong to teacher-parent academic support profiles characterized by lower help, average autonomy, and higher positive affect in Grade 3. Third, for children belonging to the High teacher positive affect profile, task persistence improved between Grades 2 and 3.

本研究旨在确定教师和家长为儿童提供的学业支持（帮助频率、积极情感和自主支持），并在控制儿童性别、学业成绩和家长教育水平后，研究这些支持与儿童在二年级和三年级坚持完成任务的关系。共有 614 名儿童参与了研究（48% 为女孩）。他们的父母（n = 576）报告了三年级结束时（T2）在家里得到的学业支持。他们的老师（人数=40）则对他们在三年级结束时（T2）为班上每个孩子提供的学业辅导进行评分。在每次测量时（T1 和 T2），教师都会对儿童的任务坚持性进行评分。首先，通过潜特征分析，确定了三年级（T2）时教师和家长在学业支持方面的四种特征：教师积极情绪高（37.5%）；教师帮助、自主和积极情绪一般（26.3%）；教师积极情绪中等偏低（32%）；教师积极情绪非常低（4.2%）。其次，研究结果表明，二年级时越是坚持不懈的儿童，三年级时越有可能属于教师-家长学业支持类型，其特点是帮助程度较低、自主性一般、积极情感较高。第三，对于属于教师积极情绪高的儿童，他们在二年级和三年级之间的任务坚持性有所提高。

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引用次数: 0

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach 社会情感课堂环境对教师期望效应的中介作用：多层次结构方程建模方法

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-14 DOI: 10.1016/j.cedpsych.2024.102313

Zheng Li , Christine Rubie-Davies

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

在高等教育中，教师期望对学生学业成绩的影响途径是一个实证研究有限的领域。在本研究中，我们探讨了社会情感课堂环境在大学教师的早期期望与学生的后期成绩之间的中介作用。被试是来自中国公立大学的 176 名教师和他们的 6506 名一年级本科生。研究收集了教师的初始期望、学生之前和年终在标准化测试中取得的成绩以及学生对课堂中社会情感因素的看法等数据。由于学生以班级为单位，因此采用了多层次结构方程模型进行数据分析。结果表明，在控制了学生先前成绩的情况下，在个体层面上，教师的区别对待程度、师生关系的质量和同伴关系的质量在统计学上与大学教师的初始期望显著相关，而大学教师的初始期望最终与学生的年终学业成绩相关。此外，大学教师对学生个人的期望对同学关系的质量也有影响，而同学关系的质量又有助于学生后来的学业成绩。此外，教师平均期望值较高的大学班级，其学生的学业成绩往往较高。然而，我们并没有发现从大学教师的期望到班级学生成绩之间通过社会情感因素的中介路径。

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引用次数: 0

Trajectories of advanced math taking for low-income students of color in middle and high school 低收入有色人种学生在初中和高中学习高等数学的轨迹

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-11 DOI: 10.1016/j.cedpsych.2024.102312

Courtney Ricciardi , Adam Winsler

Differential access to and enrollment in advanced mathematics for historically underrepresented groups is a pervasive problem in education, however, research has primarily focused on achievement rather than access. This necessitates an examination of who is accessing advanced coursework and what differentiates the course trajectories students follow across middle and high school. We utilized data from a large (N = 18,841), majority Latinx (57.6 % Latinx, 35.5 % Black, 6.1 % White/Other, and 0.6 % Asian/Pacific Islander) and low-income (77 % free/reduced-price lunch) sample of students followed longitudinally from middle through high school. Latent class analysis (LCA) categorized students into 6 classes representing commonly followed pathways of advanced math course taking from grade 6 to 12. Multinomial logistic regression was used to connect individual demographics, school readiness skills, and prior achievement variables to the likelihood of being assigned to a particular class. Prior academic performance was most strongly related to advanced math pathway assignment, but even controlling for this, gender, disability status, and cognitive and fine motor skills at age 4 also impacted the math pathway a student was likely to follow in middle and high school. Race/ethnicity was a significant differentiator only when comparing the two most advanced pathways. These findings highlight the importance of early school readiness skills and demonstrate how early opportunity gaps impact later student outcomes. Tailored intervention and supports are necessary to ensure equitable access to coursework which expands a student’s opportunities and chances for postsecondary success.

历史上未被充分代表的群体在学习和注册高等数学方面的差异是教育中普遍存在的问题，然而，研究主要集中在成绩而不是学习机会上。因此，我们有必要研究哪些学生可以学习高等数学课程，以及学生在初中和高中阶段的学习轨迹有何不同。我们利用了一个大型（N = 18,841）、拉丁裔占多数（拉丁裔占 57.6%，黑人占 35.5%，白人/其他族裔占 6.1%，亚洲/太平洋岛民占 0.6%）和低收入（免费/减价午餐占 77%）学生样本的数据，从初中到高中进行了纵向跟踪。潜类分析（LCA）将学生分为 6 个类别，代表了从 6 年级到 12 年级选修高等数学课程的常见途径。多项式逻辑回归用于将个人人口统计学、入学准备技能和先前成绩变量与被分配到特定班级的可能性联系起来。以前的学业成绩与高等数学路径分配的关系最为密切，但即使控制了这一点，性别、残疾状况以及 4 岁时的认知和精细动作技能也会影响学生在初中和高中可能选择的数学路径。只有在比较两种最先进的路径时，种族/民族才是一个重要的区分因素。这些发现强调了早期入学准备技能的重要性，并说明了早期机会差距如何影响学生日后的学习成绩。有必要进行有针对性的干预和支持，以确保公平地获得课程，从而扩大学生的机会和中学后的成功机会。

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引用次数: 0

Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts 当学生阅读多篇说明性文章时，关注著名术语可促进叙事框架分析

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-07 DOI: 10.1016/j.cedpsych.2024.102302

Alexandra List , Honcui Du

Narrative frames refer to the ways in which information in media is relayed, organized, and contextualized, in order to provide learners with a structure and a frame of reference for new content. Narrative frames are pervasive and have been found to have an effect on individuals’ attitudes and understandings of various social issues. However, students’ abilities to identify and analyze narrative frames during reading have rarely been examined in prior work. In this study, we examine whether two experimental manipulations are able to increase students’ attendance to and analysis of narrative frames when reading four texts addressing a contemporary social issue (i.e., a proposed new housing development). An experimental design was used. Students (N = 141) were randomly assigned to receive a definition of narrative frames, or not, prior to reading and asked to identify notable terms during reading or not. Then, students were asked to read four texts, offering various contrasting perspectives on the construction of a new affordable housing development. Finally, students completed open-ended questions tapping overt and covert narrative frame identification and analysis and multiple text integration. Although providing students with an explicit definition of narrative frames did not improve performance, asking students to attend to notable terms during reading improved overt narrative frame analysis scores. Additionally, students identifying more notable terms during reading was associated with higher overt and covert narrative frame analysis performance. Attending to notable terms during reading may be one means of fostering students’ analysis of overt and covert narrative frames.

叙事框架指的是媒体信息的转播、组织和语境化方式，目的是为学习者提供新内容的结构和参照框架。叙事框架无处不在，并被发现会影响个人对各种社会问题的态度和理解。然而，以往的研究很少考察学生在阅读过程中识别和分析叙事框架的能力。在本研究中，我们考察了两种实验操作是否能够提高学生在阅读四篇涉及当代社会问题（即拟议中的新住房开发项目）的文章时对叙事框架的关注和分析。我们采用了实验设计。学生（N = 141）在阅读前被随机分配接受或不接受叙事框架的定义，并被要求在阅读过程中识别或不识别值得注意的术语。然后，学生们被要求阅读四篇文章，文章从不同的对比角度介绍了一个新的经济适用房开发项目的建设情况。最后，学生们完成了开放式问题，对公开和隐蔽的叙事框架进行识别和分析，并对多个文本进行整合。虽然向学生提供叙事框架的明确定义并没有提高成绩，但要求学生在阅读过程中注意明显的术语却提高了公开叙事框架分析的分数。此外，学生在阅读过程中识别出更多值得注意的术语与更高的公开和隐蔽叙事框架分析成绩有关。在阅读过程中注意值得注意的术语可能是促进学生分析公开和隐蔽叙事框架的一种方法。

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引用次数: 0

Lesson-specific control-value appraisals and achievement emotions in maths: A combination with the standardized questionnaire survey 针对具体课程的控制价值评价与数学成就情绪：与标准化问卷调查相结合

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-09-05 DOI: 10.1016/j.cedpsych.2024.102301

Xin Chen

Using Control-Value Theory, a questionnaire survey and daily diary method were combined to explore the relation between control-value appraisals and achievement emotions in Chinese maths classes. With data from 602 secondary school students (M_age = 13.55, 51.66 % female) who participated in the questionnaire survey and 112 students (M_age = 13.91, 48.21 % female) who completed the daily diary measure over three weeks, the results of multileveled multiple regression confirmed the relation between control-value appraisals and achievement emotions under the two measures. Nonetheless, there were some differences in those relations between the two measures. Lesson-specific emotions were strongly related to internal attribution and intrinsic value, whereas domain-specific emotions were highly related to maths self-concept and intrinsic value. Lastly, the results identified the control-value interaction effect on several commonly reported emotions under the two measures.

运用控制价值理论，结合问卷调查法和每日日记法，探讨中国数学课堂上控制价值评价与成就情绪之间的关系。数据来自 602 名参与问卷调查的中学生（年龄=13.55，女性占 51.66%）和 112 名完成三周每日日记测量的学生（年龄=13.91，女性占 48.21%）。然而，这两种测量方法之间的关系存在一些差异。课程特定情绪与内部归因和内在价值密切相关，而领域特定情绪与数学自我概念和内在价值高度相关。最后，研究结果表明，在两种测量方法下，控制-价值交互作用对几种常见的情绪有影响。

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