Contemporary Educational Psychology最新文献

“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。

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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。

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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。

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引用次数: 0

Gender, mindset, and teacher support predict students’ math motivation profiles: Evidence from five countries in PISA 2022 性别、心态和教师支持预测学生的数学动机概况：来自五个国家的PISA 2022的证据

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 DOI: 10.1016/j.cedpsych.2025.102428

Dayeon Jeong, Suyeon Gena Kim, Mimi Bong

Using data from PISA 2022, we distinguished latent profiles of math motivation in Finland, Germany, Japan, Korea, and the U.S. based on students’ self-efficacy, intrinsic and attainment task values, and anxiety in math. We then examined the covariates and outcomes associated with each identified profile across countries to highlight both the universal and culturally sensitive factors that are conducive to students’ math motivation. Four math motivation profiles—highly motivated, mixed, slightly unmotivated, and unmotivated and indifferent—emerged consistently across all five countries, whereas one more profile with a distinct characteristic was additionally detected in Japan and Finland. The relative desirability of the profiles was corroborated by students’ engagement in math class, time spent on math homework, STEM-related career intention, and math achievement. The slightly unmotivated and mixed profiles demonstrated some notable country-specific differences in their relationships with these outcomes. Despite several between-country differences, boys were more likely to belong to either the highly motivated or the unmotivated and indifferent profile compared to girls. Across all countries, students’ growth mindset and teachers’ general support were consistently associated with students’ membership in more desirable profiles. In contrast, the association between teachers’ instructional styles and profile membership varied across countries. Our findings emphasize the interactive function of expectancy and value in shaping math motivation profiles, while also highlighting the universal benefit of endorsing a growth mindset toward math abilities. By contrast, the effectiveness of instructional methods appears context-dependent, suggesting math teachers adapt their pedagogical approaches to the cultural settings in which they teach.

利用PISA 2022的数据，我们根据学生的自我效能感、内在和成就任务价值观以及数学焦虑，区分了芬兰、德国、日本、韩国和美国的数学动机的潜在特征。然后，我们检查了与各国每个确定的概况相关的协变量和结果，以突出有利于学生数学动机的普遍因素和文化敏感因素。四种数学动机特征——高度动机、混合、轻微无动机、无动机和冷漠——在所有五个国家都一致出现，而在日本和芬兰还发现了另一种特征鲜明的特征。学生在数学课上的参与度、花在数学作业上的时间、stem相关的职业意向和数学成绩证实了这些个人资料的相对可取性。稍微缺乏动机和混合的概况表明，它们与这些结果的关系存在一些显著的国别差异。尽管国家之间存在一些差异，但与女孩相比，男孩更有可能属于高度上进心或无上进心和漠不关心的人。在所有国家，学生的成长心态和教师的普遍支持始终与学生成为更理想的概况的成员有关。相比之下，教师的教学风格和概况会员之间的关系在不同国家有所不同。我们的研究结果强调了期望和价值在塑造数学动机方面的互动作用，同时也强调了对数学能力认可成长型思维模式的普遍益处。相比之下，教学方法的有效性似乎与环境有关，这表明数学教师将他们的教学方法调整到他们教学的文化环境中。

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引用次数: 0

Classroom experiences help students flourish: How in and out of classroom experiences relate to changes in undergraduate’s motivational beliefs across introductory biology courses 课堂体验帮助学生成长：在生物学入门课程中，课堂内外的体验如何与本科生动机信念的变化相关

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-11-16 DOI: 10.1016/j.cedpsych.2025.102425

Christine R. Starr , Lisa Hunter , Anna P. Veenendall

Understanding what experiences relate to changes in patterns of motivational beliefs across a gateway STEM course can help educators promote growth in their students. In a diverse sample of students taking gateway introductory biology courses (64% women, 38% Asian, 30% White, 25% Latine, 4% Black), we explored latent profile transitions in six different STEM motivational beliefs: expectancy, value, and cost beliefs, STEM identity (typicality and centrality), and mindset. Five profiles were identified. The first was positive, highly motivated identifiers with a growth mindset (45% of the sample at the beginning of the semester and 39% of the end). The next two profiles were a mix of positive and negative: motivated identifiers with a fixed mindset (7 and 12% of the sample) and low identifiers with a growth mindset (23 and 20%). The final two profiles were mostly negative: less motivated low identifiers with a fixed mindset (19 and 22%) and less motivated non-identifiers (7%). Students’ motivational profiles were fairly stable, but about a quarter of students switched to another profile across the course. Initial profile membership was most often related to out of classroom experiences, including support in STEM from family, friends, and clubs, as well as work and family obligations. Transitioning into a more positive profile was most frequently related to positive classroom experiences (performing authentic STEM practices, recognition as a scientist, and classroom climate). We also examined three outcomes: course grade, STEM career motivation, and graduating with a STEM major. Two profiles (highly motivated identifiers with a growth mindset and low identifiers with a growth mindset), tended to have the best outcomes, highlighting the importance of a growth mindset. Findings suggest that STEM classroom experiences can promote positive change, even across a short period of time.

了解在入门级STEM课程中，哪些经历与动机信念模式的变化有关，可以帮助教育工作者促进学生的成长。在参加入门生物学入门课程的不同学生样本中（64%女性，38%亚洲人，30%白人，25%拉丁人，4%黑人），我们探索了六种不同STEM动机信念的潜在概况转变：期望，价值和成本信念，STEM身份（典型性和中心性）和心态。确定了5个剖面。第一种是积极的、高度积极的、具有成长型心态的标识符（学期开始时占45%，学期结束时占39%）。接下来的两种情况是积极和消极的混合：具有固定心态的积极标识符（样本的7%和12%）和具有成长心态的低标识符（23%和20%）。最后两种情况大多是消极的：动机较低的低标识与固定的心态（19%和22%）和动机较低的非标识（7%）。学生的动机档案相当稳定，但大约四分之一的学生在整个课程中切换到另一个档案。最初的会员资格通常与课堂外的经历有关，包括来自家人、朋友和俱乐部的STEM支持，以及工作和家庭义务。向更积极的形象转变最常与积极的课堂体验相关（进行真实的STEM实践，被认可为科学家，以及课堂氛围）。我们还考察了三个结果：课程成绩、STEM职业动机和以STEM专业毕业。两种情况（具有成长型思维模式的高动机识别器和具有成长型思维模式的低动机识别器）往往有最好的结果，突出了成长型思维模式的重要性。研究结果表明，STEM课堂体验可以促进积极的变化，即使是在很短的时间内。

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引用次数: 0

Longitudinal relationships between academic stress and executive function in Chinese high school students: A cross-lagged panel network analysis 中国高中生学业压力与执行功能的纵向关系：一个交叉滞后的面板网络分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-10-26 DOI: 10.1016/j.cedpsych.2025.102424

Chao Ma , Yanyun Wang , Junjun Fu , Xin Zhao

Academic stress, as one of the most common potential risk factors experienced by Chinese high school students, has a significant impact on the development of executive function. However, previous studies exploring the relationship between academic stress and executive function have produced inconsistent findings, either neglecting the multidimensionality of academic stress or overlooking the separability of executive function. Therefore, this study employed a cross-lagged panel network analysis to investigate the longitudinal relationship between various types of academic stress and the subcomponents of executive function among 620 Chinese high school students. The findings revealed that self-imposed stress had the strongest positive predictive effect on working memory updating and working memory span. In contrast, teacher stress exerted the most crucial negative predictive effect on working memory updating and response inhibition, while social stress showed a lesser negative predictive effect on response inhibition. Notably, self-imposed stress mediated the relationship between parental stress and both working memory updating and working memory span. Furthermore, self-imposed stress and teacher stress were identified as the most crucial “high bridge centrality nodes” within the network, indicating key intervention targets. The study’s conclusions offer valuable insights for educators in formulating effective strategies to help high school students manage academic stress.

学业压力是中国高中生最常见的潜在危险因素之一，对执行功能的发展有显著影响。然而，以往关于学业压力与执行功能关系的研究要么忽视了学业压力的多维性，要么忽视了执行功能的可分离性，结果并不一致。因此，本研究采用交叉滞后面板网络分析对620名中国高中生的学业压力类型与执行功能子成分之间的纵向关系进行了研究。结果表明，自我施加压力对工作记忆更新和工作记忆广度具有最强的正向预测作用。教师压力对工作记忆更新和反应抑制的负向预测作用最为显著，而社会压力对反应抑制的负向预测作用较小。值得注意的是，自我施加的压力在父母压力与工作记忆更新和工作记忆广度的关系中起中介作用。此外，自我压力和教师压力被认为是网络中最关键的“高桥中心性节点”，表明了关键的干预目标。该研究的结论为教育工作者制定有效的策略来帮助高中生管理学业压力提供了有价值的见解。

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引用次数: 0

Planning promotes studying – The higher the plan quality the better: A micro-randomized trial 计划促进学习——计划质量越高越好：一项微随机试验

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-10-25 DOI: 10.1016/j.cedpsych.2025.102422

Mirijam Schaaf , Garvin Brod , Jasmin Breitwieser

Young learners often cram before exams instead of spacing out their study sessions. In this study, we investigated whether implementation intentions could help students develop beneficial study routines by planning when and where to study vocabulary. We conducted a 42-day micro-randomized trial to examine the effectiveness of a mobile intervention aimed at increasing children’s engagement with a vocabulary learning app. German-speaking fifth and sixth graders (N = 357; 53.78 % female, M_age = 11.63 years) received planning prompts on their smartphones on randomized evenings, asking them to formulate appropriate implementation intentions for the next day, that is, if-then plans specifying when and where they would like to study vocabulary. Using a micro-randomized trial allowed us to test the within-person effect of the intervention over time, as well as potential time-varying moderators. We used logistic mixed-effects models to examine whether receiving a planning prompt in the evening significantly increased the likelihood of studying with the vocabulary learning app the next day. Our results suggest that the effectiveness of the intervention was strongly dependent on the quality of the self-created plans. Using a categorical rubric to rate plan quality based on whether the cue of the plan was specific, salient, and appropriate in the given context, we show that the higher the plan quality, the more likely children were to study the next day. These findings suggest that if-then plans can be a useful metacognitive strategy for planning study sessions. Researchers and teachers should carefully scaffold the creation of high-quality plans by providing examples and feedback.

年轻的学习者经常在考试前死记硬背，而不是分散学习时间。在本研究中，我们调查了实施意图是否可以通过计划学习词汇的时间和地点来帮助学生养成有益的学习习惯。我们进行了一项为期42天的微随机试验，以检验旨在提高儿童词汇学习应用程序参与度的移动干预的有效性。讲德语的五年级和六年级学生（N = 357； 53.78%为女性，年龄为11.63岁）在随机的晚上收到智能手机上的计划提示，要求他们为第二天制定适当的实施意图，即如果-那么计划，指定他们想要学习词汇的时间和地点。通过微观随机试验，我们可以测试干预在一段时间内对人的影响，以及潜在的时变调节因子。我们使用逻辑混合效应模型来检验在晚上收到计划提示是否会显著增加第二天使用词汇学习应用程序学习的可能性。我们的研究结果表明，干预的有效性在很大程度上取决于自创计划的质量。根据计划的线索是否具体、突出和在给定的环境中是否适当，我们使用分类标准来评估计划质量，我们发现计划质量越高，孩子们第二天学习的可能性越大。这些发现表明，“如果-那么”计划可以成为规划学习课程的一种有用的元认知策略。研究人员和教师应该通过提供例子和反馈来精心构建高质量的计划。

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引用次数: 0

Effects of teachers’ explicit instruction on self-regulated learning in elementary school mathematics classes 教师外显指导对小学数学课堂自主学习的影响

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-10-24 DOI: 10.1016/j.cedpsych.2025.102423

Minhye Lee , Jin Kyung Hong , Ji-in Son , Yoonsun Jang

Teachers play a crucial role in designing and adapting instructional strategies to foster students’ self-regulated learning (SRL). Grounded in Zimmerman’s cyclical model of SRL, this study investigated the effectiveness of elementary school teachers’ explicit SRL instruction in authentic mathematics lessons. Two studies were conducted with 88 students and four elementary school teachers (n_Study1 = 43 third graders, n_Study2 = 45 sixth graders). Trained homeroom teachers implemented explicit SRL instruction in third- and sixth-grade mathematics classrooms in South Korea. A pretest–posttest quasi-experimental design was employed, and students were divided into two groups: one received explicit SRL instruction based on a five-phase cyclical model and the other followed regular classroom instruction (REG). Findings from the meta-analyses with two data sets indicated that students in the SRL group demonstrated higher self-efficacy for SRL and performed significantly better on mathematics achievement tests compared with those in the REG group. However, SRL instruction did not produce significant differences in self-regulated strategy use and task-irrelevant thoughts between the SRL and REG groups. Notably, the impact of SRL instruction was more pronounced among third graders compared with sixth graders. SRL instruction can be potentially integrated into authentic mathematics classrooms by teachers in elementary school settings, thereby enhancing students’ self-efficacy for SRL and mastery experience in mathematics, as prerequisites of development in SRL skills and academic self-efficacy.

教师在设计和调整教学策略以促进学生自主学习方面起着至关重要的作用。本研究以Zimmerman的SRL循环模型为基础，探讨了小学教师外显SRL教学在真实数学课堂中的有效性。两项研究共涉及88名学生和4名小学教师（nStudy1 = 43名三年级学生，nStudy2 = 45名六年级学生）。在韩国，训练有素的班主任在三年级和六年级的数学课堂上实施明确的SRL教学。采用前测后准实验设计，将学生分为两组：一组接受基于五阶段循环模型的显式SRL教学，另一组接受常规课堂教学。两组数据的荟萃分析结果表明，与regg组相比，SRL组的学生表现出更高的SRL自我效能感，在数学成就测试中的表现也明显更好。然而，SRL和REG组在自我调节策略使用和任务无关思维方面没有显著差异。值得注意的是，SRL教学对三年级学生的影响比六年级学生更明显。小学教师可以将SRL教学整合到真实的数学课堂中，从而提高学生的SRL自我效能感和掌握数学经验，这是SRL技能和学业自我效能感发展的先决条件。

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引用次数: 0

Predicting reading achievement from reading support: The role of motivation and reading frequency in elementary and secondary school students 阅读支持对阅读成绩的预测：阅读动机和阅读频率在中小学生中的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-10-17 DOI: 10.1016/j.cedpsych.2025.102421

Daisy Pelletier , William Gilbert , Frédéric Guay , Érick Falardeau

Devoting time to reading contributes to academic achievement. Yet, few studies have examined whether reading support from teachers, parents, and friends plays a similarly important role in reading achievement across elementary and secondary school, and whether reading motivation and reading frequency help explain these links equally at both levels, regardless of reading context (academic vs. recreational). Grounded in self-determination theory, this study tested these possibilities using data collected in November 2019 (T1) and February 2020 (T2) from 1533 elementary and secondary school students aged 9–16 (boys = 48 %). While autonomy and competence support from teachers, parents, and friends did not uniquely contribute to academic or recreational reading motivation and to reading frequency, relatedness support from parents and friends was consistently associated with these outcomes across both contexts. In turn, academic and recreational reading motivation were positively associated with reading frequency, with the latter showing a stronger association. However, neither context of motivation was related to reading achievement at T2. In contrast, reading frequency was positively associated with reading achievement at T2, even after adjusting for prior achievement. This pattern of associations was equivalent across elementary and secondary school students. These findings highlight the importance of engaging parents and friends – especially through relatedness support – to nurture students’ reading motivation and habits. They also underscore the need to support students’ reading beyond elementary school, given the stable contribution of perceived support across grade levels. In doing so, particular attention should be paid to fostering recreational reading motivation, whose central role in promoting reading frequency reinforces the value of positive reading activities beyond the classroom.

花时间阅读有助于学业成绩。然而，很少有研究调查来自老师、父母和朋友的阅读支持是否在小学和中学的阅读成绩中起着同样重要的作用，以及阅读动机和阅读频率是否有助于解释这两个水平上的联系，而不管阅读背景（学术性还是娱乐性）。本研究以自我决定理论为基础，利用2019年11月（T1）和2020年2月（T2）从1533名9-16岁的中小学生（男生= 48%）中收集的数据，对这些可能性进行了测试。虽然来自老师、父母和朋友的自主性和能力支持对学术或娱乐阅读动机和阅读频率的影响并不独特，但来自父母和朋友的亲缘性支持在这两种情况下都与这些结果一致。而学术性阅读动机和娱乐性阅读动机与阅读频率正相关，后者的相关性更强。然而，这两种动机背景都与T2的阅读成绩无关。相比之下，阅读频率与T2的阅读成绩呈正相关，即使在调整了先前的成绩后也是如此。这种联想模式在小学生和中学生中是相同的。这些发现强调了让父母和朋友参与进来的重要性，尤其是通过关系支持来培养学生的阅读动机和习惯。他们还强调了支持学生小学以后阅读的必要性，因为感知支持在各个年级的贡献都是稳定的。在此过程中，应特别注意培养休闲阅读动机，它在提高阅读频率方面发挥着核心作用，强化了课堂之外积极阅读活动的价值。

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引用次数: 0

Face to face with an expert: Exploring joint visual attention during forensic face and feature comparison learning in expert-novice pairs 与专家面对面：探索专家-新手对法医面部和特征比较学习过程中的联合视觉注意

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-10-10 DOI: 10.1016/j.cedpsych.2025.102419

Christine C.A. van Nooijen , Bjorn B. de Koning , Ellen Kok , Anna Isahakyan , Maryam Asoodar , Fred Paas

Visual expertise occurs in professional domains where comprehension of visual material is central to performance, such as in forensic analysis. Despite the prominence of apprenticeship in various visual domains, the didactic strategies employed by visual experts to scaffold novices during one-on-one interactions remain insufficiently explored. This multiple case study introduces a data-driven approach to capturing and coding expert-novice pairs’ interaction based on joint visual attention (JVA). Three registered forensic experts (>10 years’ experience) taught novice psychology students face- and feature comparison tasks (comparison of (passport) photos, and matching security footage to a 3D model). Six sessions were captured with dual wearable eye tracking, alongside video and audio recordings. Results showed that during moments of high JVA experts tend to employ cueing strategies more frequently than during moments of low JVA, although chunking techniques are used equally during moments of high and low JVA. Novices interacted with experts often through cues, but rarely demonstrated chunking, showing a focus on the logistics or “how”, whereas experts approached explanations from the “why”. Novices rarely initiated eye contact, whereas experts often did, for example to check novices’ understanding. The differences in the perceptual and procedural nature of the two comparison tasks led to variations in scaffolding and gaze behaviours. Isolating segments of high and low JVA captured with wearable eye tracking allows for a portable and naturalistic data-driven approach to expert-novice interaction that captures nonverbal actions like gesturing in-camera. This research provides a foundation for various avenues of future research.

视觉专家出现在对视觉材料的理解对表现至关重要的专业领域，例如在法医分析中。尽管学徒制在各个视觉领域都很突出，但视觉专家在一对一互动中指导新手的教学策略仍未得到充分探索。这个多案例研究介绍了一种数据驱动的方法来捕获和编码专家-新手对基于联合视觉注意（JVA）的交互。三名注册法医专家（拥有10年经验）向心理学新手教授面部和特征比较任务（比较（护照）照片，并将安全录像与3D模型进行匹配）。通过双可穿戴式眼动追踪仪，以及视频和音频记录，记录了六个疗程。结果表明，在高JVA的时刻，专家倾向于比低JVA的时刻更频繁地使用线索策略，尽管在高JVA和低JVA的时刻同样使用分块技术。新手通常通过提示与专家互动，但很少表现出分块思维，表现出对逻辑或“如何”的关注，而专家则从“为什么”开始解释。新手很少主动进行眼神交流，而专家则经常这样做，例如检查新手的理解。两种比较任务的感知和程序性质的差异导致了脚手架和凝视行为的变化。通过可穿戴式眼动追踪器捕获的高JVA和低JVA的隔离段，允许采用便携式和自然的数据驱动方法来捕获非语言动作（如相机内手势）的专家-新手交互。本研究为今后的各种研究途径奠定了基础。

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引用次数: 0