Contemporary Educational Psychology最新文献_第3页

Parent math anxiety and children’s math success: The role of autonomy-supportive and controlling parenting behaviors 父母数学焦虑与儿童数学成功：自主支持和控制父母行为的作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-09-04 DOI: 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 (M_age = 8.02) to third grade (M_age = 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.

现有研究强调，父母的数学焦虑是孩子数学成绩和数学焦虑的预测因子。然而，需要更多的研究来了解这种传播是如何发生的。本研究采用观察性编码方案，通过自主支持和控制性父母行为，考察了父母数学焦虑对儿童数学成绩和数学焦虑的传递。175对亲子对从二年级（Mage = 8.02）到三年级（Mage = 9.18）进行纵向跟踪。结果表明，在家庭作业帮助任务中，父母的数学焦虑水平越高，父母的控制行为越强。自主支持型父母行为与孩子一年后数学成绩的提高有独特的联系，而控制型父母行为与孩子一年后数学成绩的降低有独特的联系。此外，父母自己的数学成绩与自主支持父母行为和孩子的数学成绩呈正相关。然而，一年后，父母的数学焦虑、数学成绩和父母的行为与孩子的数学焦虑都没有显著的联系。总体而言，本研究强调了父母的数学焦虑和数学成绩对其父母行为的重要性，并表明控制父母行为会破坏儿童的数学成绩。

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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 Epub Date: 2025-11-19 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

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 : 2025-12-01 Epub 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

A renaissance in feedback science? Reviewing and reimagining feedback research methods 反馈科学的复兴？回顾和重新构想反馈研究方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-09-18 DOI: 10.1016/j.cedpsych.2025.102414

Carlton J. Fong

Receiving performance or instructional feedback is an essential feature of learning environments and a seemingly omnipresent topic in the field of educational psychology. In this commentary for the special issue “Advancing Feedback Research in Educational Psychology: Insights into Feedback Processes and Determinants of Effectiveness,” I critically examine key methodological dimensions of feedback research, including the nature of outcome measures, units of analysis, and research designs commonly employed in the field. I then offer reflections on notable advancements in feedback science, drawing on methodological insights from the diverse set of studies featured in this special issue. Finally, I propose future directions for feedback research in education and encourage greater attention paid to social dynamics, culture, and criticality in feedback science. In doing so, I advocate for a renewed scholarly agenda—a potential “renaissance” in feedback science—that embraces more nuanced, contextually grounded, and theoretically informed approaches to understanding feedback processes within contemporary teaching, learning, and assessment environments.

接受表现或教学反馈是学习环境的一个基本特征，也是教育心理学领域中似乎无处不在的话题。在这篇特刊《教育心理学中的反馈研究进展：反馈过程和有效性决定因素的洞察》的评论中，我批判性地审视了反馈研究的关键方法论维度，包括结果测量的性质、分析单元和该领域常用的研究设计。然后，我对反馈科学的显著进步进行了反思，借鉴了本期特刊中各种研究的方法论见解。最后，我提出了教育反馈研究的未来方向，并鼓励更多地关注反馈科学中的社会动态、文化和批判性。在这样做的过程中，我提倡一种新的学术议程——反馈科学的潜在“复兴”——包含更细微的、基于上下文的、理论上知情的方法来理解当代教学、学习和评估环境中的反馈过程。

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引用次数: 0

Microdynamics of discussions that support the growth of causal reasoning 支持因果推理发展的讨论的微观动力学

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-09-19 DOI: 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.

本研究旨在了解小学课堂合作讨论中多环节因果推理链的建构。对160名服务不足的五年级儿童进行了24次合作讨论，研究了推理链的构建。在讨论中追踪了瞬时情境影响对七个因果链模型的影响。对连锁生产的时间分析表明，在讨论过程中，因果链的构建加速了。链式结构的回合分析表明，一旦因果链被启动，它很可能会持续至少三个说话回合。小组成员之间的一致意见以及领导和以社会为中心的学生的支持扩展了推理链。然而，反驳和分歧阻止了这条链，因为团队必须解决有争议的想法，以形成共同的理解。学生对话题的重定向是链接过程的重置机制。一旦一个学生重新设定了话题，现在的演讲者就更有可能启动一个因果链。总的来说，对儿童群体中每时每刻的交流进行的微遗传学分析，为一种重要的新智力能力产生的过程提供了一幅更完整、更精确的图景。

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引用次数: 0

Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth 利用环境公民科学和STEM的共同成就价值，培养少数族裔青年的科学动机

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-09-27 DOI: 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.

有相当多的证据表明，对少数族裔背景的学生来说，为社区做贡献是一个重要的学习目标。本文从情境期望值理论（SEVT）出发，论证了STEM任务的成就价值，使少数民族学生能够为他们的社区做出贡献。我们研究了环境公民科学（ECS）项目，中学生（大多数是黑人和拉丁裔；50% %女性）与社区的教师和成年人合作，使用STEM解决当地的环境问题。所有参与ECS项目的STEM班级；一半的学生也被随机分配到一个干预小组，强调他们如何通过在这些项目中应用STEM来实现社区贡献的目标（ECS+）。事后调查（N = 334）显示，ECS课程中学生从社区知识中汲取的观点有所增加；但ECS+ 班在学生对科学重要性的信念、对环境科学的兴趣、STEM班的素养价值和STEM班的文化联系方面的变化明显大于ECS班。当学生们看到他们如何利用STEM为社区做出贡献时，他们看到了科学在制定重要目标方面的价值。这种结合为重新构想STEM学习/行动和扩大代表性不足群体的参与指明了一个有希望的方向。

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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 : 2025-12-01 Epub 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

Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach 运用混合方法探讨精英竞争学校背景下的心态意义系统

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-09-20 DOI: 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.

最近关于成长心态的异质效应的争论表明，有必要在不同的教育背景下研究心态的意义系统。采用混合方法解释序列设计，我们调查了一所竞争激烈的韩国精英高中的心态意义系统。定量结果（n = 343）部分重复了Blackwell等人（2007）的发现，总体上支持心态意义系统（Dweck &; Yeager, 2019）：成长心态与掌握目标和积极努力信念有关，而这两个信念分别与基于努力的策略和较低的无助归因有关。然而，成长心态及其激励结果与学业成绩都无关。有目的地选择具有不同心态轨迹的受访者（n = 14）的定性研究结果表明，个人和环境因素可能与解释心态意义系统与学业成就之间缺乏联系有关。学生对心态的感知是复杂而微妙的，其中一个突出的方面是领域特异性。无论他们的心态和归因如何，学生们都投入了更多的努力，并使用了他们认为有效的策略来克服学业困难。在家庭和学校环境中，努力和策略也被高度强调。综合研究结果表明，虽然成长型心态可能不会直接影响竞争环境中的学业成绩，但它仍然可以培养适应性动机。除了促进成长的心态，鼓励学生认识到努力和策略不一定会立即取得学业上的成功，并使失败的经历正常化，可以在竞争激烈的学习环境中支持他们的动力。进一步的研究应在不同的语境中考察思维意义系统，以扩大其适用性。

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引用次数: 0

“Wrong to be Queer and Latino”: multiple marginalized and underrepresented teachers’ identity negotiation “身为酷儿和拉丁裔是错的”：多重边缘化和未被充分代表的教师身份谈判

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-12-01 Epub Date: 2025-10-10 DOI: 10.1016/j.cedpsych.2025.102420

Ji Hong , Dionne Cross Francis , Taylor Roloff , Faqryza Ab Latif , Kelly Chong , Paul Schutz

Given the lack of a diverse teacher workforce, this study aimed to develop a nuanced and critical understanding of how multiple marginalized and underrepresented (MMU) teachers negotiate their intersecting social identities in the construction and enactment of their teacher identities. Using critical narrative inquiry, three MMU teachers who identified as Latina/Chicana and members of the LGBTQ+ community were interviewed. Their sexual identities conflicted with the Latino, Catholic culture, as well as policies and norms within school contexts. They concealed their sexual identities while foregrounding racial identities to optimally perform their teacher identities. Implications to make schools safe and equitable spaces for MMU teachers are discussed.

鉴于缺乏多元化的教师队伍，本研究旨在对多个边缘化和代表性不足（MMU）教师如何在构建和制定教师身份时协商其交叉的社会身份进行细致入微和批判性的理解。采用批判性叙事调查，采访了三名被认定为拉丁裔/墨西哥裔的MMU教师和LGBTQ+社区成员。他们的性身份与拉丁裔、天主教文化以及学校的政策和规范相冲突。她们隐藏自己的性别身份，突出自己的种族身份，以最佳地表现自己的教师身份。讨论了为MMU教师提供安全和公平的学校空间的影响。

引用次数: 0

Transforming teacher feedback: A checklist for assessing and supporting reading skills, motivation and student agency in oral reading 转化教师反馈：一份评估和支持阅读技巧、动机和学生口头阅读能动性的清单

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-09-01 Epub Date: 2025-05-23 DOI: 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.

教师的支持性反馈对青年学生的阅读发展和学业发展至关重要。然而，在提供口头阅读反馈时，教师通常关注可测量的方面，如单词阅读的准确性，而忽视了其他对阅读发展和学生代理至关重要的更广泛的能力。摘要本研究旨在探讨“为我朗读”评量表，这一旨在提高教师在多个阅读维度上的反馈质量的反馈干预措施，如何也能促进学生的阅读能动性。采用探索性混合方法设计，我们从教师那里收集了关于他们的观察、关注领域的详细见解，并对两个学生阅读的记录案例提出了反馈意见。这发生在非侵入性干预之前和之后，时间跨度为7-9周，以及学生对代理的自我报告。研究结果表明，教师的反馈实践变得更加多元化，并侧重于促进代理，越来越强调动机和理解。虽然解码方面在干预后的教师反馈中略显不突出，但它仍然是他们整体评估实践的中心方面。学生对代理的报告与教师信念的数据相结合，支持了与代理相关的研究结果。干预提供了一种经济有效的策略来扩展反馈实践，涵盖更广泛的阅读方面，包括理解、动机和解码。教师反馈的这种有益变化尤其值得注意的是干预的极简性质。

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引用次数: 0