Pub Date : 2025-09-01Epub Date: 2025-08-12DOI: 10.1016/j.cedpsych.2025.102402
Chiao Ling Huang , Yao Chen , Sining Zhang , Shu Ching Yang
With the rapid development of artificial intelligence and Information Communication Technology in recent years, an increasing number of scholars have focused on their potential applications and risks in education. Among these risks, online plagiarism (OP) has received much attention. Therefore, we seek to complement the existing knowledge on OP and provide effective recommendations for preventing OP and addressing this issue among university students based on our research findings. This study investigated the relationships among students’ judgments, attitudes, academic self-efficacy, and OP behavior, with gender included as a variable of interest. The research involved 551 university students and a survey. The Academic Self-Efficacy Scale and OP-related Ethical Judgments, Behavior, and Attitudes scales were used to collect the data. The study revealed that males perceive OP as less of an academic integrity violation, have more experience with OP, and exhibit a greater level of acceptance of it than females do. Gender was also associated with the OP-related variables. Furthermore, gender, academic self-efficacy, past experience, and attitudes toward OP significantly predicted ethical judgments of OP, explaining 84% of the variance.
{"title":"Is copy and paste part of academic misconduct? The roles of attitude, experience and self-efficacy in judgment","authors":"Chiao Ling Huang , Yao Chen , Sining Zhang , Shu Ching Yang","doi":"10.1016/j.cedpsych.2025.102402","DOIUrl":"10.1016/j.cedpsych.2025.102402","url":null,"abstract":"<div><div>With the rapid development of artificial intelligence and Information Communication Technology in recent years, an increasing number of scholars have focused on their potential applications and risks in education. Among these risks, online plagiarism (OP) has received much attention. Therefore, we seek to complement the existing knowledge on OP and provide effective recommendations for preventing OP and addressing this issue among university students based on our research findings. This study investigated the relationships among students’ judgments, attitudes, academic self-efficacy, and OP behavior, with gender included as a variable of interest. The research involved 551 university students and a survey. The Academic Self-Efficacy Scale and OP-related Ethical Judgments, Behavior, and Attitudes scales were used to collect the data. The study revealed that males perceive OP as less of an academic integrity violation, have more experience with OP, and exhibit a greater level of acceptance of it than females do. Gender was also associated with the OP-related variables. Furthermore, gender, academic self-efficacy, past experience, and attitudes toward OP significantly predicted ethical judgments of OP, explaining 84% of the variance.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102402"},"PeriodicalIF":3.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842273","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: 2025-07-01DOI: 10.1016/j.cedpsych.2025.102397
Yi Zhang , Christian D. Schunn , Yong Wu
Although research has explored what makes peer feedback useful, few studies have compared perceived helpfulness with actual implementation during revision. Additionally, previous studies often analyze individual feedback comments in isolation, rather than considering the overall feedback received by receivers or provided by providers. The present study explored the relationship between various comment features and their perceived helpfulness and implementation, predicting different relationships on the basis of an adapted Student-Feedback Interaction Model. The study also assessed whether these relationships exhibited aggregation effects at the levels of receiver or provider, predicting effects based upon cognitive/workload theory. Peer feedback data were analyzed from 844 students engaged in online peer feedback, who also evaluated the helpfulness of received comments. Comments were coded for suggestions, explanations, being long, and being implemented in a revision. Relationships with perceived helpfulness and implementation were examined at the individual comment, receiver, and provider levels. Multiple regressions showed that perceived helpfulness was predicted by comment length and the presence of suggestions whereas comment implementation was predicted by length and the presence of explanations, supporting the adapted model. In addition, feedback receivers appeared to be overwhelmed by receiving too many suggestions when judging helpfulness, and feedback providers appeared to provide less helpful explanations for revision when attempting to provide many explanations. These findings suggest that simply recommending greater use of feedback styles found helpful at the individual comment level may produce counter-productive effects for both feedback receivers and providers.
{"title":"Overwhelmed receivers and overly ambitious providers: How the Impacts of peer comment features look different at receiver and provider levels of aggregation","authors":"Yi Zhang , Christian D. Schunn , Yong Wu","doi":"10.1016/j.cedpsych.2025.102397","DOIUrl":"10.1016/j.cedpsych.2025.102397","url":null,"abstract":"<div><div>Although research has explored what makes peer feedback useful, few studies have compared perceived helpfulness with actual implementation during revision. Additionally, previous studies often analyze individual feedback comments in isolation, rather than considering the overall feedback received by receivers or provided by providers. The present study explored the relationship between various comment features and their perceived helpfulness and implementation, predicting different relationships on the basis of an adapted Student-Feedback Interaction Model. The study also assessed whether these relationships exhibited aggregation effects at the levels of receiver or provider, predicting effects based upon cognitive/workload theory. Peer feedback data were analyzed from 844 students engaged in online peer feedback, who also evaluated the helpfulness of received comments. Comments were coded for suggestions, explanations, being long, and being implemented in a revision. Relationships with perceived helpfulness and implementation were examined at the individual comment, receiver, and provider levels. Multiple regressions showed that perceived helpfulness was predicted by comment length and the presence of suggestions whereas comment implementation was predicted by length and the presence of explanations, supporting the adapted model. In addition, feedback receivers appeared to be overwhelmed by receiving too many suggestions when judging helpfulness, and feedback providers appeared to provide less helpful explanations for revision when attempting to provide many explanations. These findings suggest that simply recommending greater use of feedback styles found helpful at the individual comment level may produce counter-productive effects for both feedback receivers and providers.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102397"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579183","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: 2025-07-01DOI: 10.1016/j.cedpsych.2025.102392
S. Kim , Dajung Diane Shin
This review provides a comprehensive synthesis of previous research on the impact of negative feedback on learning and motivation through a neuroeducational lens. The overarching goal is to optimize learning from negative feedback by aligning it with learners’ neurocognitive processes. We explore the role of negative feedback in error detection, emotion regulation, cognitive control, and behavioral adjustments, integrating key insights from cognitive, developmental, affective, and motivational neuroscience. In doing so, we examine how different types of negative feedback activate distinct neural responses. The neuroeducational literature suggests that negative feedback is most effective when it is informative, aligned with mastery goals and a growth mindset, and delivered in environments that foster competence and interest. Building on these findings, we propose an error-driven learning framework that employs practical strategies to enhance learners’ competence, spark curiosity, facilitate observational learning, and promote self-regulation. By creating a learning environment where learners embrace errors and refine their knowledge and skills, this framework ultimately empowers them to become agentic in their learning process.
{"title":"The art of negative feedback: A neuroeducational perspective","authors":"S. Kim , Dajung Diane Shin","doi":"10.1016/j.cedpsych.2025.102392","DOIUrl":"10.1016/j.cedpsych.2025.102392","url":null,"abstract":"<div><div>This review provides a comprehensive synthesis of previous research on the impact of negative feedback on learning and motivation through a neuroeducational lens. The overarching goal is to optimize learning from negative feedback by aligning it with learners’ neurocognitive processes. We explore the role of negative feedback in error detection, emotion regulation, cognitive control, and behavioral adjustments, integrating key insights from cognitive, developmental, affective, and motivational neuroscience. In doing so, we examine how different types of negative feedback activate distinct neural responses. The neuroeducational literature suggests that negative feedback is most effective when it is informative, aligned with mastery goals and a growth mindset, and delivered in environments that foster competence and interest. Building on these findings, we propose an error-driven learning framework that employs practical strategies to enhance learners’ competence, spark curiosity, facilitate observational learning, and promote self-regulation. By creating a learning environment where learners embrace errors and refine their knowledge and skills, this framework ultimately empowers them to become agentic in their learning process.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102392"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557434","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: 2025-07-01DOI: 10.1016/j.cedpsych.2025.102393
Megan Merrick, Emily R. Fyfe
Receiving corrective feedback can influence motivation in different ways – either inspiring learners to continue or leading learners to avoid the task. In the current study, we examined elementary school children’s in-the-moment behavioral motivation in response to feedback, and how it related to their anxiety and self-concept in mathematics. Children (N = 150; M age = 7.35; 44 % female; 65 % White) in the United States solved a series of mathematical equivalence problems in the context of a computer game (e.g., 3 + 4 = 5 +?). They received trial-by-trial feedback that included both knowledge of results (KR) and knowledge of the correct response (KCR), and they had the option to stop the game or keep playing after each level. Children were generally motivated and chose to complete many items. However, children who received a lot of negative feedback stopped the game earlier relative to others, and this was especially true when they also had high math anxiety or high math self-concept. In contrast to our predictions, higher math self-concept was not strongly associated with higher motivation to keep playing. These results have implications for theories on feedback and for designing problem-solving contexts that can support children’s motivation.
{"title":"Should I stay or should I go? Children’s motivation in response to feedback and its association with math anxiety and math self-concept","authors":"Megan Merrick, Emily R. Fyfe","doi":"10.1016/j.cedpsych.2025.102393","DOIUrl":"10.1016/j.cedpsych.2025.102393","url":null,"abstract":"<div><div>Receiving corrective feedback can influence motivation in different ways – either inspiring learners to continue or leading learners to avoid the task. In the current study, we examined elementary school children’s in-the-moment behavioral motivation in response to feedback, and how it related to their anxiety and self-concept in mathematics. Children (<em>N</em> = 150; <em>M</em> age = 7.35; 44 % female; 65 % White) in the United States solved a series of mathematical equivalence problems in the context of a computer game (e.g., 3 + 4 = 5 +?). They received trial-by-trial feedback that included both knowledge of results (KR) and knowledge of the correct response (KCR), and they had the option to stop the game or keep playing after each level. Children were generally motivated and chose to complete many items. However, children who received a lot of negative feedback stopped the game earlier relative to others, and this was especially true when they also had high math anxiety or high math self-concept. In contrast to our predictions, higher math self-concept was not strongly associated with higher motivation to keep playing. These results have implications for theories on feedback and for designing problem-solving contexts that can support children’s motivation.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102393"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144536155","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。
{"title":"Mathematics motivation and sense of belonging among transgender and nonbinary college students","authors":"Kaitlyn Brown , Giulia A. Borriello , Sanjana Rahman , Jack Schmidt , Chloe U. Wawrzyniak , Matthew Kim , Cindy Jong , Benjamin Braun , Pooja Sidney","doi":"10.1016/j.cedpsych.2025.102403","DOIUrl":"10.1016/j.cedpsych.2025.102403","url":null,"abstract":"<div><div>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 (<span><span>Eccles & Wigfield, 2020</span></span>) and (2) the socio-ecological framework of school belonging (<span><span>Allen et al., 2016</span></span>), 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 (<span><span>Sidney et al., 2024</span></span>) 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.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102403"},"PeriodicalIF":3.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896434","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: 2025-07-03DOI: 10.1016/j.cedpsych.2025.102396
Livia Kuklick , Marlit Annalena Lindner
Effects of computer-based feedback content have received much attention in the literature. In contrast, the effects of visual design features in feedback messages are understudied. This experiment examined the cognitive and the emotional benefit of adding a representational picture and/or informative emotional design elements to elaborated feedback in a computer-based low-stakes assessment. In a 2x2 + 1 between-subjects study, 410 undergraduates worked on a geometry assessment receiving either no feedback (control group) vs. immediate, elaborated feedback messages in different design variations: We systematically varied the presence of a representational picture (without/with) and of emotional design features (without/with). Compared to no feedback, the four feedback variants enhanced positive emotions and reduced negative emotions after correct responses but reduced positive emotions and enhanced negative emotions after incorrect responses. All feedback variants effectively enhanced students’ error correction in a posttest (i.e., recall on initially incorrect responses) and students across all feedback groups voluntarily spent longer time on elaborated feedback messages after incorrect responses. Yet, the time spent on the feedback messages was not significantly affected by the design features. This pattern of results suggests that students actively processed the negative feedback, independent of its design. However, compared to text-only feedback, only adding a picture improved students’ reported level of positive emotions when the feedback referred to a mistake (i.e., after incorrect responses). Overall, our results indicate that pictures can serve as emotional facilitators and could enhance text-only feedback messages to mitigate a negative affective impact of automated error notifications.
{"title":"How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors","authors":"Livia Kuklick , Marlit Annalena Lindner","doi":"10.1016/j.cedpsych.2025.102396","DOIUrl":"10.1016/j.cedpsych.2025.102396","url":null,"abstract":"<div><div>Effects of computer-based feedback content have received much attention in the literature. In contrast, the effects of visual design features in feedback messages are understudied. This experiment examined the cognitive and the emotional benefit of adding a representational picture and/or informative emotional design elements to <em>elaborated feedback</em> in a computer-based low-stakes assessment. In a 2x2 + 1 between-subjects study, 410 undergraduates worked on a geometry assessment receiving either no feedback (control group) vs. immediate, elaborated feedback messages in different design variations: We systematically varied the presence of a representational picture (without/with) and of emotional design features (without/with). Compared to no feedback, the four feedback variants enhanced positive emotions and reduced negative emotions after correct responses but reduced positive emotions and enhanced negative emotions after incorrect responses. All feedback variants effectively enhanced students’ error correction in a posttest (i.e., recall on initially incorrect responses) and students across all feedback groups voluntarily spent longer time on elaborated feedback messages after incorrect responses. Yet, the time spent on the feedback messages was not significantly affected by the design features. This pattern of results suggests that students actively processed the negative feedback, independent of its design. However, compared to text-only feedback, only adding a picture improved students’ reported level of positive emotions when the feedback referred to a mistake (i.e., after incorrect responses). Overall, our results indicate that pictures can serve as emotional facilitators and could enhance text-only feedback messages to mitigate a negative affective impact of automated error notifications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102396"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144697044","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: 2025-07-11DOI: 10.1016/j.cedpsych.2025.102399
Joseph Burey, Jasmine Kim, Nidhi Kohli, Kristen McMaster, Panayiota Kendeou
We evaluated the efficacy of Early Language Comprehension Individualized Instruction (ELCII), a supplemental computer-based early language comprehension intervention, in improving kindergarten students’ inference making performance. In Study 1, students completed ELCII modules over nine weeks, whereas a business-as-usual control group engaged in typical language comprehension instruction. Because of school closures due to the onset of COVID-19, the study was interrupted, and we were not able to complete implementation and post-testing. As a result, the analysis is focused on more deeply understanding the performance of the intervention group only. To further evaluate efficacy, we followed-up with a small-scale implementation a year later. In Study 2, students completed ELCII modules over five weeks and their performance was compared to that of a business-as-usual control group. Taken together, results indicated that all students, on average, improved in their inference generation performance over time and that growth did not differ across demographic subgroups. However, results also highlighted gaps that were present at the onset of the program, and unfortunately continued to persist. Results also indicated that the scaffolding and feedback components of the program were effective, with students who had lower initial inference performance benefiting more from ELCII. The findings from these studies suggest that ELCII is a feasible and beneficial program to support early language comprehension and inference making in kindergarten students.
{"title":"The promise of computer-based literacy learning: the effect of ELCII on kindergarteners’ inference skill development","authors":"Joseph Burey, Jasmine Kim, Nidhi Kohli, Kristen McMaster, Panayiota Kendeou","doi":"10.1016/j.cedpsych.2025.102399","DOIUrl":"10.1016/j.cedpsych.2025.102399","url":null,"abstract":"<div><div>We evaluated the efficacy of Early Language Comprehension Individualized Instruction (ELCII), a supplemental computer-based early language comprehension intervention, in improving kindergarten students’ inference making performance. In Study 1, students completed ELCII modules over nine weeks, whereas a business-as-usual control group engaged in typical language comprehension instruction. Because of school closures due to the onset of COVID-19, the study was interrupted, and we were not able to complete implementation and post-testing. As a result, the analysis is focused on more deeply understanding the performance of the intervention group only. To further evaluate efficacy, we followed-up with a small-scale implementation a year later. In Study 2, students completed ELCII modules over five weeks and their performance was compared to that of a business-as-usual control group. Taken together, results indicated that all students, on average, improved in their inference generation performance over time and that growth did not differ across demographic subgroups. However, results also highlighted gaps that were present at the onset of the program, and unfortunately continued to persist. Results also indicated that the scaffolding and feedback components of the program were effective, with students who had lower initial inference performance benefiting more from ELCII. The findings from these studies suggest that ELCII is a feasible and beneficial program to support early language comprehension and inference making in kindergarten students.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102399"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655779","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: 2025-07-01DOI: 10.1016/j.cedpsych.2025.102394
Carolina Lopera-Oquendo , Anastasiya A. Lipnevich , Ligia Tomazin , Ignacio Máñez , Samuel P. León , Nicola Beatson
In this experimental study we investigated the influence of discrepant feedback from teachers and peers on emotional responses and feedback appraisals in a sample of university students. A total of 753 tertiary education students from the United States (N = 172), New Zealand (N = 217), and Spain (N = 364), were presented with a scenario wherein they received two (discrepant) feedback messages that varied in terms of their focus and tone (suggestive/neutral vs. evaluative/positive). In the two conditions, the source of feedback was also manipulated. In condition one, participants saw that the teacher offered evaluative/positive feedback, with peers offering suggestive/neutral. In contrast, in condition two, the peer offered evaluative/positive message while the teacher provided suggestive/neutral. The findings from repeated measures ANOVA, cumulative models, and logistic regression revealed a clear preference among students for feedback from teachers over peers, regardless of the message’s focus and valence. Positive evaluative messages were found to elicit higher positive emotions. Interestingly, even when peer feedback was viewed as having advantages, students reported higher positive emotions and were more receptive of teacher feedback. These results were consistent across countries, although our findings did reveal country-specific patterns. These insights have practical implications for targeted training on feedback provision, highlighting the pedagogical value of peer feedback and offering important insights to engage students with diverse feedback sources.
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Various studies have examined the relations between test anxiety and performance goals. As these are mainly cross-sectional, less is known about the directionality of these effects. Bringing together theoretical frameworks from motivation and emotion research, the present study aimed to examine the reciprocal within- and between-person links between trait test anxiety, performance-approach, and performance-avoidance goals in the time of transition to secondary school. Differential effects were analyzed for the two most common facets of test anxiety: worry and emotionality. For this purpose, we analyzed data of 1,770 students (MageT1 = 10.47, SD = 0.56; 51 % girls) before (4th grade) and after the transition (5th – 7th grade), using random intercept cross-lagged panel models (within-perspective) and cross-lagged panel models (between-perspective). The results support the idea of a predominance of worry and emotionality over performance-approach and performance-avoidance goals during transition to secondary school. No reciprocal effects were found. Comparing worry and emotionality, we found stronger and temporally more stable relationships of performance-approach and performance-avoidance goals with worry. The study provides a robust methodological framework, testing bidirectional emotional and motivational relations during the transition to secondary school. The results suggest that test anxiety is an important predictor of motivational coping after the transition to secondary school.
{"title":"Longitudinal reciprocal relations between trait test anxiety and performance goals during transition to secondary school: within- and between-person effects","authors":"Paulina Feige , Rebecca Lazarides , Rainer Watermann","doi":"10.1016/j.cedpsych.2025.102380","DOIUrl":"10.1016/j.cedpsych.2025.102380","url":null,"abstract":"<div><div>Various studies have examined the relations between test anxiety and performance goals. As these are mainly cross-sectional, less is known about the directionality of these effects. Bringing together theoretical frameworks from motivation and emotion research, the present study aimed to examine the reciprocal within- and between-person links between trait test anxiety, performance-approach, and performance-avoidance goals in the time of transition to secondary school. Differential effects were analyzed for the two most common facets of test anxiety: worry and emotionality. For this purpose, we analyzed data of 1,770 students (<em>M<sub>ageT1</sub></em> = 10.47, <em>SD</em> = 0.56; 51 % girls) before (4th grade) and after the transition (5th – 7th grade), using random intercept cross-lagged panel models (within-perspective) and cross-lagged panel models (between-perspective). The results support the idea of a predominance of worry and emotionality over performance-approach and performance-avoidance goals during transition to secondary school. No reciprocal effects were found. Comparing worry and emotionality, we found stronger and temporally more stable relationships of performance-approach and performance-avoidance goals with worry. The study provides a robust methodological framework, testing bidirectional emotional and motivational relations during the transition to secondary school. The results suggest that test anxiety is an important predictor of motivational coping after the transition to secondary school.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102380"},"PeriodicalIF":3.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297884","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}
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