Pub Date : 2025-09-27DOI: 10.1016/j.cedpsych.2025.102418
Constance A. Flanagan , Matthew A. Diemer , Emanuele Bardelli , Erin Gallay , Alisa Pykett , Jacquelynne S. Eccles , Yujie Wang , Blake Ebright , Bernardette J. Pinetta
There is considerable evidence that contributing to the community is an important learning goal for students from minoritized backgrounds. Drawing from situated expectancy value theory (SEVT), this paper argues for the attainment value of STEM tasks that enable minoritized students to contribute to their community. We studied Environmental Civic Science (ECS) projects where middle-high school students (majority Black and Latine; 50 % female) partnered with teachers and adults from the community to address local environmental problems using STEM. All STEM classes engaged in ECS projects; half also were randomly assigned to an intervention emphasizing how they were attaining the goal of community contribution by applying STEM in these projects (ECS+). Pre-post surveys (N = 334) showed increases in ECS classes in students’ views that classes drew from their community knowledge; but the ECS+ classes exhibited significantly greater changes than the ECS classes in students’ beliefs about the importance of science, interest in environmental science, attainment value of their STEM class, and cultural connection of their STEM class. When students saw how they were using STEM for community contribution, they saw the value of science for enacting a goal that mattered. This combination points to a promising direction for reimagining STEM learning/action and expanding the participation of underrepresented groups.
{"title":"Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth","authors":"Constance A. Flanagan , Matthew A. Diemer , Emanuele Bardelli , Erin Gallay , Alisa Pykett , Jacquelynne S. Eccles , Yujie Wang , Blake Ebright , Bernardette J. Pinetta","doi":"10.1016/j.cedpsych.2025.102418","DOIUrl":"10.1016/j.cedpsych.2025.102418","url":null,"abstract":"<div><div>There is considerable evidence that contributing to the community is an important learning goal for students from minoritized backgrounds. Drawing from situated expectancy value theory (SEVT), this paper argues for the attainment value of STEM tasks that enable minoritized students to contribute to their community. We studied Environmental Civic Science (ECS) projects where middle-high school students (majority Black and Latine; 50 % female) partnered with teachers and adults from the community to address local environmental problems using STEM. All STEM classes engaged in ECS projects; half also were randomly assigned to an intervention emphasizing how they were attaining the goal of community contribution by applying STEM in these projects (ECS+). Pre-post surveys (N = 334) showed increases in ECS classes in students’ views that classes drew from their community knowledge; but the ECS+ classes exhibited significantly greater changes than the ECS classes in students’ beliefs about the importance of science, interest in environmental science, attainment value of their STEM class, and cultural connection of their STEM class. When students saw how they were using STEM for community contribution, they saw the value of science for enacting a goal that mattered. This combination points to a promising direction for reimagining STEM learning/action and expanding the participation of underrepresented groups.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102418"},"PeriodicalIF":3.8,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145324814","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}
Mindsets impact learning by shaping students’ beliefs about effort and achievement goals, creating two distinct meaning systems: a growth mindset-mastery goal system and a fixed mindset-performance goal system. Recent studies reveal that students often hold more complex combinations (profiles) of mindset-related beliefs and goals. Yet, little is known about how these profiles change over time and the contextual factors that contribute to these changes. This longitudinal study used a pattern-oriented approach to investigate (a) the naturally occurring profiles based on students’ mindset, effort beliefs, and goals; (b) the stability and change in these profiles over time; and (c) the influence of perceived classroom goal structures on profile changes. The study followed 430 students (210 girls, Mage at Time 1 = 12.86 years) over the first two years of secondary school. Four consistent profiles were identified in both years: Growth Mindset-Low Performance Goals, Growth Mindset-Moderate Performance Goals, Mixed Mindset-High Performance Goals, and Fixed Mindset-Disengaged. Although the Growth Mindset-Low Performance Goals profile was the largest in the first year (32 %), there was a noticeable shift toward less desirable profiles over time, with the Fixed Mindset-Disengaged profile becoming the most common by the second year (33 %). Students who initially perceived high mastery and low performance-avoidance goal structures were more likely to belong to and remain in growth mindset profiles. These findings deepen our understanding of the nature, stability, and contextual influences on students’ mindset meaning systems.
{"title":"Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures","authors":"Junlin Yu , Tieme Janssen , Sibel Altikulaç , Smiddy Nieuwenhuis , Nienke van Atteveldt","doi":"10.1016/j.cedpsych.2025.102417","DOIUrl":"10.1016/j.cedpsych.2025.102417","url":null,"abstract":"<div><div>Mindsets impact learning by shaping students’ beliefs about effort and achievement goals, creating two distinct meaning systems: a growth mindset-mastery goal system and a fixed mindset-performance goal system. Recent studies reveal that students often hold more complex combinations (profiles) of mindset-related beliefs and goals. Yet, little is known about how these profiles change over time and the contextual factors that contribute to these changes. This longitudinal study used a pattern-oriented approach to investigate (a) the naturally occurring profiles based on students’ mindset, effort beliefs, and goals; (b) the stability and change in these profiles over time; and (c) the influence of perceived classroom goal structures on profile changes. The study followed 430 students (210 girls, <em>M</em><sub>age</sub> at Time 1 = 12.86 years) over the first two years of secondary school. Four consistent profiles were identified in both years: <em>Growth Mindset-Low Performance Goals</em>, <em>Growth Mindset-Moderate Performance Goals</em>, <em>Mixed Mindset-High Performance Goals</em>, and <em>Fixed Mindset-Disengaged</em>. Although the <em>Growth Mindset-Low Performance Goals</em> profile was the largest in the first year (32 %), there was a noticeable shift toward less desirable profiles over time, with the <em>Fixed Mindset-Disengaged</em> profile becoming the most common by the second year (33 %). Students who initially perceived high mastery and low performance-avoidance goal structures were more likely to belong to and remain in growth mindset profiles. These findings deepen our understanding of the nature, stability, and contextual influences on students’ mindset meaning systems.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102417"},"PeriodicalIF":3.8,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145217983","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}
Pub Date : 2025-09-20DOI: 10.1016/j.cedpsych.2025.102415
Wonjoon Cha , Sungwha Kim , Hyun Ji Lee , Eric M. Anderman
Recent controversy surrounding the heterogeneous effects of growth mindset suggests the need to examine mindset meaning systems in diverse educational contexts. Employing a mixed-methods explanatory sequential design, we investigated the mindset meaning system in a competitive elite Korean high school. Quantitative results (n = 343) partially replicated Blackwell et al. (2007)’s findings, generally supporting the mindset meaning system (Dweck & Yeager, 2019): growth mindsets were connected to mastery goals and positive effort beliefs, which were linked to effort-based strategies and lower helpless attributions, respectively. Neither growth mindset nor its motivational outcomes, however, were associated with academic achievement. Qualitative findings from purposefully selected interviewees with different mindset trajectories (n = 14) suggested individual and contextual factors potentially relevant in explaining the lack of association between mindset meaning systems and academic achievement. Student perceptions of mindsets were complicated and nuanced, with one salient aspect being domain-specificity. Regardless of their mindsets and attributions, students devoted increased effort and used strategies they deemed effective to overcome academic difficulties. Effort and strategies were also heavily emphasized in home and school contexts. Integrated findings suggest that while a growth mindset may not directly impact academic achievement in competitive settings, it can still foster adaptive motivation. In addition to promoting a growth mindset, encouraging students to recognize that effort and strategies may not always yield immediate academic success, and normalizing experiences of failure, can support their motivation in competitive learning environments. Further research should examine the mindset meaning system across diverse contexts to extend its applicability.
{"title":"Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach","authors":"Wonjoon Cha , Sungwha Kim , Hyun Ji Lee , Eric M. Anderman","doi":"10.1016/j.cedpsych.2025.102415","DOIUrl":"10.1016/j.cedpsych.2025.102415","url":null,"abstract":"<div><div>Recent controversy surrounding the heterogeneous effects of growth mindset suggests the need to examine mindset meaning systems in diverse educational contexts. Employing a mixed-methods explanatory sequential design, we investigated the mindset meaning system in a competitive elite Korean high school. Quantitative results (<em>n</em> = 343) partially replicated Blackwell et al. (2007)’s findings, generally supporting the mindset meaning system (Dweck & Yeager, 2019): growth mindsets were connected to mastery goals and positive effort beliefs, which were linked to effort-based strategies and lower helpless attributions, respectively. Neither growth mindset nor its motivational outcomes, however, were associated with academic achievement. Qualitative findings from purposefully selected interviewees with different mindset trajectories (<em>n</em> = 14) suggested individual and contextual factors potentially relevant in explaining the lack of association between mindset meaning systems and academic achievement. Student perceptions of mindsets were complicated and nuanced, with one salient aspect being domain-specificity. Regardless of their mindsets and attributions, students devoted increased effort and used strategies they deemed effective to overcome academic difficulties. Effort and strategies were also heavily emphasized in home and school contexts. Integrated findings suggest that while a growth mindset may not directly impact academic achievement in competitive settings, it can still foster adaptive motivation. In addition to promoting a growth mindset, encouraging students to recognize that effort and strategies may not always yield immediate academic success, and normalizing experiences of failure, can support their motivation in competitive learning environments. Further research should examine the mindset meaning system across diverse contexts to extend its applicability.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102415"},"PeriodicalIF":3.8,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145217984","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}
Pub Date : 2025-09-19DOI: 10.1016/j.cedpsych.2025.102416
Shufeng Ma , Richard C. Anderson , Tzu-Jung Lin , Joshua A. Morris , Jingjing Sun
This study aims to understand the construction of multilink causal reasoning chains during collaborative discussions in elementary school classrooms. The construction of reasoning chains was investigated in 24 collaborative discussions involving 160 underserved fifth-grade children. The effects of moment-by-moment situational influences on seven causal chain models were tracked in the discussions. A temporal analysis of chain production indicated that the construction of causal chains accelerated over the course of the discussions. The turn-by-turn analysis of chain construction revealed that once a causal chain was initiated, it was likely to continue for at least three speaking turns. Agreement among group members and support from leaders and socially centered students extended the chain of reasoning. However, refutation and disagreement stopped the chain because the group had to resolve disputed ideas in order to develop a shared understanding. Students’ redirection of the topic served as a resetting mechanism for the chaining process. Once the topic was reset by a student, it was more likely for the current speaker to start a causal chain. Overall, the microgenetic analysis of the moment-by-moment exchanges within groups of children provides a more complete and precise picture of the process from which an important new intellectual competency emerges.
{"title":"Microdynamics of discussions that support the growth of causal reasoning","authors":"Shufeng Ma , Richard C. Anderson , Tzu-Jung Lin , Joshua A. Morris , Jingjing Sun","doi":"10.1016/j.cedpsych.2025.102416","DOIUrl":"10.1016/j.cedpsych.2025.102416","url":null,"abstract":"<div><div>This study aims to understand the construction of multilink causal reasoning chains during collaborative discussions in elementary school classrooms. The construction of reasoning chains was investigated in 24 collaborative discussions involving 160 underserved fifth-grade children. The effects of moment-by-moment situational influences on seven causal chain models were tracked in the discussions. A temporal analysis of chain production indicated that the construction of causal chains accelerated over the course of the discussions. The turn-by-turn analysis of chain construction revealed that once a causal chain was initiated, it was likely to continue for at least three speaking turns. Agreement among group members and support from leaders and socially centered students extended the chain of reasoning. However, refutation and disagreement stopped the chain because the group had to resolve disputed ideas in order to develop a shared understanding. Students’ redirection of the topic served as a resetting mechanism for the chaining process. Once the topic was reset by a student, it was more likely for the current speaker to start a causal chain. Overall, the microgenetic analysis of the moment-by-moment exchanges within groups of children provides a more complete and precise picture of the process from which an important new intellectual competency emerges.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102416"},"PeriodicalIF":3.8,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145155578","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}
Unfounded beliefs (UB), specifically paranormal and conspiracy beliefs, are not in accordance with knowledge and evidence of contemporary science and lead to public health risks (e.g., vaccine hesitancy) and societal hazards (e.g., anti-democratic attitudes). Effective educational interventions for K-12 contexts remain scarce. This phase I randomized-controlled trial evaluated a critical thinking (CT) intervention among secondary school students in France (8th and 9th graders, n = 135). The intervention, consisting of an 8-hour standardized CT education intervention, delivered in eight weekly 1-hour sessions, aimed to improve rational judgment by targeting cognitive processes linked to UB (e.g., overreliance on intuition, ontological confusions). Compared to a control group, children receiving the intervention showed reduced conspiracy beliefs post-intervention (d = 0.56) and at follow-up (d = 0.53). Paranormal beliefs showed a smaller immediate reduction (d = 0.49) but returned to baseline after one month. This is the first randomized trial demonstrating a feasible, standardized CT intervention reducing both paranormal and conspiracy beliefs in secondary school students.
{"title":"Critical thinking education to decrease conspiracy and paranormal beliefs among secondary school students: A phase I trial","authors":"Denis Caroti , Jais Adam-Troian , Manon Theraud , Virginie Bagneux","doi":"10.1016/j.cedpsych.2025.102413","DOIUrl":"10.1016/j.cedpsych.2025.102413","url":null,"abstract":"<div><div>Unfounded beliefs (UB), specifically paranormal and conspiracy beliefs, are not in accordance with knowledge and evidence of contemporary science and lead to public health risks (e.g., vaccine hesitancy) and societal hazards (e.g., anti-democratic attitudes). Effective educational interventions for K-12 contexts remain scarce. This phase I randomized-controlled trial evaluated a critical thinking (CT) intervention among secondary school students in France (8th and 9th graders, n = 135). The intervention, consisting of an 8-hour standardized CT education intervention, delivered in eight weekly 1-hour sessions, aimed to improve rational judgment by targeting cognitive processes linked to UB (e.g., overreliance on intuition, ontological confusions). Compared to a control group, children receiving the intervention showed reduced conspiracy beliefs post-intervention (d = 0.56) and at follow-up (d = 0.53). Paranormal beliefs showed a smaller immediate reduction (d = 0.49) but returned to baseline after one month. This is the first randomized trial demonstrating a feasible, standardized CT intervention reducing both paranormal and conspiracy beliefs in secondary school students.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102413"},"PeriodicalIF":3.8,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099983","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}
Pub Date : 2025-09-04DOI: 10.1016/j.cedpsych.2025.102405
Kimia Akhavein , Jenna E. Finch
Existing research highlights that parents’ math anxiety is a predictor of children’s math achievement and math anxiety. However, more research is needed to understand how this transmission occurs. This study examined the transmission of parents’ math anxiety to children’s math achievement and math anxiety via autonomy-supportive and controlling parenting behaviors using an observational coding scheme during a homework help task. The sample of 175 parent–child dyads was followed longitudinally from when children were in second grade (Mage = 8.02) to third grade (Mage = 9.18). Results indicated that higher levels of parents’ math anxiety were associated with more controlling parenting behaviors during the homework help task. Autonomy-supportive parenting behaviors were uniquely associated with higher math achievement in children one year later, whereas controlling parenting behaviors were associated with lower math achievement. Further, parents’ own math achievement was positively associated with autonomy-supportive parenting behaviors and children’s math achievement. However, neither parents’ math anxiety, math achievement, nor parenting behaviors were significantly associated with children’s math anxiety a year later. Overall, this study underscores the importance of parents’ math anxiety and math achievement for their parenting behaviors and demonstrates that controlling parenting behaviors can undermine children’s math achievement.
{"title":"Parent math anxiety and children’s math success: The role of autonomy-supportive and controlling parenting behaviors","authors":"Kimia Akhavein , Jenna E. Finch","doi":"10.1016/j.cedpsych.2025.102405","DOIUrl":"10.1016/j.cedpsych.2025.102405","url":null,"abstract":"<div><div>Existing research highlights that parents’ math anxiety is a predictor of children’s math achievement and math anxiety. However, more research is needed to understand how this transmission occurs. This study examined the transmission of parents’ math anxiety to children’s math achievement and math anxiety via autonomy-supportive and controlling parenting behaviors using an observational coding scheme during a homework help task. The sample of 175 parent–child dyads was followed longitudinally from when children were in second grade (<em>M</em><sub>age</sub> = 8.02) to third grade (<em>M</em><sub>age</sub> = 9.18). Results indicated that higher levels of parents’ math anxiety were associated with more controlling parenting behaviors during the homework help task. Autonomy-supportive parenting behaviors were uniquely associated with higher math achievement in children one year later, whereas controlling parenting behaviors were associated with lower math achievement. Further, parents’ own math achievement was positively associated with autonomy-supportive parenting behaviors and children’s math achievement. However, neither parents’ math anxiety, math achievement, nor parenting behaviors were significantly associated with children’s math anxiety a year later. Overall, this study underscores the importance of parents’ math anxiety and math achievement for their parenting behaviors and demonstrates that controlling parenting behaviors can undermine children’s math achievement.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"83 ","pages":"Article 102405"},"PeriodicalIF":3.8,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145020927","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}
Pub Date : 2025-09-01Epub Date: 2025-05-23DOI: 10.1016/j.cedpsych.2025.102377
Karianne Megard Grønli , Bente Rigmor Walgermo , Per Henning Uppstad , Erin Margaret McTigue
Teachers’ supportive feedback is essential for young students’ reading development and academic thriving. In providing feedback on oral reading, however, teachers typically focus on measurable aspects, such as accuracy in word reading, while neglecting other broader competencies that are also crucial for reading development and student agency. The present study investigates how the Read To Me Checklist, a feedback intervention designed to improve the quality of teachers’ feedback across multiple reading dimensions, can also foster student agency in reading. Employing an exploratory mixed-methods design, we gathered detailed insights from teachers regarding their observations, focus areas, and proposed feedback on two recorded cases of students’ readings with contextual information. This occurred before and after a non-intrusive intervention spanning 7–9 weeks, alongside students’ self-reports on agency. The findings suggest that the teachers’ feedback practices became more multifaceted and focused on promoting agency, with an increased emphasis on motivation and comprehension. While the decoding aspect was slightly less prominent in the teachers’ feedback after the intervention, it remained the central aspect in their overall assessment practices. The findings related to agency were supported by combining students’ reports on agency with data on teachers’ beliefs. The intervention provides a cost-effective strategy to expand feedback practices, covering a wider range of reading aspects, including comprehension, motivation, and decoding. This beneficial change in teachers’ feedback is particularly notable for the minimalistic nature of the intervention.
{"title":"Transforming teacher feedback: A checklist for assessing and supporting reading skills, motivation and student agency in oral reading","authors":"Karianne Megard Grønli , Bente Rigmor Walgermo , Per Henning Uppstad , Erin Margaret McTigue","doi":"10.1016/j.cedpsych.2025.102377","DOIUrl":"10.1016/j.cedpsych.2025.102377","url":null,"abstract":"<div><div>Teachers’ supportive feedback is essential for young students’ reading development and academic thriving. In providing feedback on oral reading, however, teachers typically focus on measurable aspects, such as accuracy in word reading, while neglecting other broader competencies that are also crucial for reading development and student agency. The present study investigates how the <em>Read To Me Checklist</em>, a feedback intervention designed to improve the quality of teachers’ feedback across multiple reading dimensions, can also foster student agency in reading. Employing an exploratory mixed-methods design, we gathered detailed insights from teachers regarding their observations, focus areas, and proposed feedback on two recorded cases of students’ readings with contextual information. This occurred before and after a non-intrusive intervention spanning 7–9 weeks, alongside students’ self-reports on agency. The findings suggest that the teachers’ feedback practices became more multifaceted and focused on promoting agency, with an increased emphasis on motivation and comprehension. While the decoding aspect was slightly less prominent in the teachers’ feedback after the intervention, it remained the central aspect in their overall assessment practices. The findings related to agency were supported by combining students’ reports on agency with data on teachers’ beliefs. The intervention provides a cost-effective strategy to expand feedback practices, covering a wider range of reading aspects, including comprehension, motivation, and decoding. This beneficial change in teachers’ feedback is particularly notable for the minimalistic nature of the intervention.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102377"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490390","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}
Pub Date : 2025-09-01Epub Date: 2025-08-18DOI: 10.1016/j.cedpsych.2025.102401
Justin J. Joseph , Naila A. Smith , Dawn Henderson , Amber M. Ladipo , Tonya M. Dunaway
Young people perceived as darker-skinned, identified as Black/African American, or ethnically and racially marginalized will have an increased likelihood of encountering various school-based adverse racialized experiences (AREs) in the U.S. education system. Ethnically and racially marginalized young people may need to appraise and access a variety of sociocultural cues and factors when making decisions about how to cope with AREs. These specific sociocultural factors may be associated with the developmental timing of AREs (e.g., elementary vs. high school) and the social identity of the perpetrator (e.g., a teacher vs. a peer). Other factors, such as the student’s social identity (i.e. gender, race, and ethnicity) and the racial and ethnic composition of the school, may be considered when a young person appraises an ARE and makes coping decisions. This study uses cultural-ecological developmental theories to explore the independent and mediated contributions of sociocultural factors in retrospective accounts of coping decisions about school-based AREs in a sample of 207 adults, most of whom self-identified as Black/African American between the ages of 17 and 59. Results showed the timing of AREs and perpetrator identity were associated with increased use of acceptance, anger, and denial as coping strategies, with no indirect effects found. Implications discuss ways to equip educators and parents with the information needed to support the well-being and persistence of ethnically and racially marginalized young people in schools.
{"title":"Timing and perpetrator identity matter when coping with school-based adverse racialized experiences","authors":"Justin J. Joseph , Naila A. Smith , Dawn Henderson , Amber M. Ladipo , Tonya M. Dunaway","doi":"10.1016/j.cedpsych.2025.102401","DOIUrl":"10.1016/j.cedpsych.2025.102401","url":null,"abstract":"<div><div>Young people perceived as darker-skinned, identified as Black/African American, or ethnically and racially marginalized will have an increased likelihood of encountering various school-based adverse racialized experiences (AREs) in the U.S. education system. Ethnically and racially marginalized young people may need to appraise and access a variety of sociocultural cues and factors when making decisions about how to cope with AREs. These specific sociocultural factors may be associated with the developmental timing of AREs (e.g., elementary vs. high school) and the social identity of the perpetrator (e.g., a teacher vs. a peer). Other factors, such as the student’s social identity (i.e. gender, race, and ethnicity) and the racial and ethnic composition of the school, may be considered when a young person appraises an ARE and makes coping decisions. This study uses cultural-ecological developmental theories to explore the independent and mediated contributions of sociocultural factors in retrospective accounts of coping decisions about school-based AREs in a sample of 207 adults, most of whom self-identified as Black/African American between the ages of 17 and 59. Results showed the timing of AREs and perpetrator identity were associated with increased use of acceptance, anger, and denial as coping strategies, with no indirect effects found. Implications discuss ways to equip educators and parents with the information needed to support the well-being and persistence of ethnically and racially marginalized young people in schools.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102401"},"PeriodicalIF":3.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144878747","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}
Pub Date : 2025-09-01Epub Date: 2025-08-13DOI: 10.1016/j.cedpsych.2025.102403
Kaitlyn Brown , Giulia A. Borriello , Sanjana Rahman , Jack Schmidt , Chloe U. Wawrzyniak , Matthew Kim , Cindy Jong , Benjamin Braun , Pooja Sidney
An extensive body of psychological research on gender-related influences in mathematics education has focused on cisgender women and men, while excluding transgender and nonbinary individuals. However, research focused solely on cisgender learners often fails to adequately capture the educational experiences of nonbinary and transgender individuals. In this study, we apply (1) the situated expectancy-value theory (Eccles & Wigfield, 2020) and (2) the socio-ecological framework of school belonging (Allen et al., 2016), to examine the experiences of transgender and nonbinary college students in postsecondary mathematics courses. Mathematics goals, trajectories, motivational beliefs, and sense of belonging were measured with the College Mathematics Beliefs and Belonging survey (Sidney et al., 2024) in a parent study. Responses from a subset of N = 38 students identifying as nonbinary and/or transgender were examined. The transgender and nonbinary students in our sample agreed that mathematics is useful and that they feel confident in their ability to use mathematics, though there was less agreement about whether they enjoy mathematics. Furthermore, transgender and nonbinary students felt well connected to, and able to work with, their peers but reported a low sense of belonging to a broader mathematics community. Students on a science, technology, engineering, and mathematics (STEM) trajectory reported higher mathematics motivation and a stronger sense of belonging. The present work serves as a hypothesis-generating, exploratory study in which we described and explored gender-diverse student experiences in mathematics to set the stage for future research in building a comprehensive literature that accounts for a broader set of math-learning experiences, considering gender socialization in mathematics settings.
关于数学教育中性别相关影响的广泛心理学研究集中在顺性别女性和男性身上，而排除了跨性别和非二元性别个体。然而，只关注顺性学习者的研究往往不能充分捕捉非二元性和跨性别个体的教育经验。在本研究中，我们应用(1)情境期望值理论（Eccles & Wigfield, 2020）和(2)学校归属的社会生态框架（Allen et al., 2016）来研究跨性别和非二元性别大学生在高等数学课程中的经历。在一项家长研究中，采用大学数学信念和归属感调查（Sidney et al., 2024）对数学目标、轨迹、动机信念和归属感进行了测量。对N = 38名非二元性和/或跨性别学生的反应进行了调查。在我们的样本中，跨性别和非二元性别的学生都认为数学很有用，他们对自己使用数学的能力很有信心，尽管他们对是否喜欢数学的看法不太一致。此外，跨性别和非二元性别的学生感觉与同龄人有很好的联系，并且能够与他们一起工作，但他们对更广泛的数学社区的归属感较低。科学、技术、工程和数学（STEM）方向的学生报告了更高的数学动机和更强的归属感。本研究作为一项假设生成的探索性研究，我们描述和探索了性别多样化的数学学生体验，为未来的研究奠定了基础，以建立一个全面的文献，说明更广泛的数学学习体验，考虑到数学设置中的性别社会化。
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Pub Date : 2025-09-01Epub Date: 2025-05-27DOI: 10.1016/j.cedpsych.2025.102379
Xiuyun Qiang , Xiaofeng Ma , Tiantian Li
Deliberate erring is an effective learning strategy, comparable to retrieval practice, However, learners often experience metacognitive illusions regarding both strategies, making their adoption challenging, particularly for deliberate errors. This study compares the effectiveness of deliberate errors (S – D) with retrieval practice (S – T) and restudy (S – S) across three experiments: Experiment 1 focused on immediate testing, while Experiment 2 examined delayed testing. In Experiment 3, the impact of deliberate errors (S – D), retrieval practice with feedback (S – T – S – T), and restudy (S – S – S – S) was assessed in both immediate and delayed tests. Results showed no significant difference between deliberate errors and retrieval practice in immediate tests, regardless of whether retrieval practice included feedback (Experiment 3) or not (Experiment 1). However, deliberate errors consistently outperformed restudy. In delayed tests, deliberate errors significantly outperformed retrieval practice, whether with or without feedback, and both strategies were superior to restudy. The results indicate that, compared to retrieval practice, deliberate errors show better memory retention over a longer time interval. The findings of this study provide empirical evidence for the application of deliberate error, retrieval practice, and restudy strategies.
故意错误是一种有效的学习策略，与检索练习相当。然而，学习者经常会对这两种策略产生元认知错觉，这使得它们的采用具有挑战性，特别是对于故意错误。本研究通过三个实验比较了故意错误（S - D）与检索练习（S - T）和再学习（S - S）的有效性：实验1侧重于即时测试，实验2侧重于延迟测试。在实验3中，在即时和延迟测试中评估了故意错误（S - D）、反馈检索练习（S - T - S - T）和再学习（S - S - S - S）的影响。结果显示，在即时测试中，无论检索练习是否包含反馈（实验3），故意错误与检索练习之间均无显著差异。然而，故意犯错误总是比重新学习效果好。在延迟测试中，有意错误显著优于检索练习，无论是否有反馈，两种策略都优于重新学习。结果表明，与检索练习相比，故意错误在更长的时间间隔内表现出更好的记忆保留。本研究结果为故意错误、检索练习和再学习策略的应用提供了实证依据。
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