Contemporary Educational Psychology最新文献

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IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

引用次数: 0

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2026-01-01

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。

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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。

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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。

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