Pub Date : 2025-06-18DOI: 10.1016/j.cedpsych.2025.102389
Si Chen , Shiyao Liu , Catherine E. Snow
Book giveaways offer free books to hundreds of millions of children and families worldwide. However, little evidence exists of a causal link between book giveaways and a transformative shift in parental literacy education beliefs. The Reading Start Project (RSP) is a large-scale book giveaway intervention program implemented in China. RSP distributes free picture books and literacy education materials to 100,000 families every year. We recruited 1052 Chinese families and children from the eligible population to evaluate its effectiveness. Using a randomized encouragement research design with conjoint analyses, we estimated the causal impact of RSP on parental literacy education beliefs. RSP participation increased the value parents placed on purchasing picture books and their sense of efficacy in home literacy practices, especially among lower-education mothers and families with fewer books. As the largest home literacy intervention program for Chinese children, RSP has a profound social impact and provides an important empirical reference for promoting early family literacy interventions in China and other developing countries.
{"title":"Experimental impacts of a large-scale book giveaway intervention on parental literacy education beliefs","authors":"Si Chen , Shiyao Liu , Catherine E. Snow","doi":"10.1016/j.cedpsych.2025.102389","DOIUrl":"10.1016/j.cedpsych.2025.102389","url":null,"abstract":"<div><div>Book giveaways offer free books to hundreds of millions of children and families worldwide. However, little evidence exists of a causal link between book giveaways and a transformative shift in parental literacy education beliefs. The Reading Start Project (RSP) is a large-scale book giveaway intervention program implemented in China. RSP distributes free picture books and literacy education materials to 100,000 families every year. We recruited 1052 Chinese families and children from the eligible population to evaluate its effectiveness. Using a randomized encouragement research design with conjoint analyses, we estimated the causal impact of RSP on parental literacy education beliefs. RSP participation increased the value parents placed on purchasing picture books and their sense of efficacy in home literacy practices, especially among lower-education mothers and families with fewer books. As the largest home literacy intervention program for Chinese children, RSP has a profound social impact and provides an important empirical reference for promoting early family literacy interventions in China and other developing countries.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102389"},"PeriodicalIF":3.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321926","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 : 2025-06-05DOI: 10.1016/j.cedpsych.2025.102388
Miriam Wuensch , Anne C. Frenzel , Reinhard Pekrun , Luning Sun
In light of the increasing use of computerized adaptive testing, we investigated how adaptive testing impacts test-takers’ subjective emotional experiences and their psychophysiological arousal. Applying a within-person design (N = 89), we compared participants’ affective states while working on an adaptive and a fixed-item test of numerical reasoning ability. During both tests, we continuously recorded participants’ skin conductance response. In addition, they filled in a self-report questionnaire after each of the three item blocks per test, assessing discrete achievement emotions (joy, pride, anger, boredom, frustration, and anxiety) and perceived level of task difficulty. As expected, participants showed higher levels of psychophysiological arousal in the adaptive compared to the fixed-item test, indicating that the adaptive test was more stimulating, independent of emotional valence. For subjective achievement emotions, we expected disordinal interaction effects between test type and ability (objective control experience) and between test type and relative perceived difficulty of the two tests (subjective control experience). This was supported for relative perceived difficulty, as participants indeed reported more joy and pride, and less frustration, anxiety, and anger on whichever test they subjectively perceived as easier. Meanwhile, no main effects of test type and no interaction between test type and ability were found. This is in line with the control-value theory and shows that it is not the adaptivity of a test that influences subjective emotional experience, but rather how difficult the adaptive test is perceived by test-takers compared to a fixed-item test. Directions for future research and implications for practice are discussed.
{"title":"Enjoyable for some, stressful for others? Physiological and subjective indicators of achievement emotions during adaptive versus fixed-item testing","authors":"Miriam Wuensch , Anne C. Frenzel , Reinhard Pekrun , Luning Sun","doi":"10.1016/j.cedpsych.2025.102388","DOIUrl":"10.1016/j.cedpsych.2025.102388","url":null,"abstract":"<div><div>In light of the increasing use of computerized adaptive testing, we investigated how adaptive testing impacts test-takers’ subjective emotional experiences and their psychophysiological arousal. Applying a within-person design (<em>N</em> = 89), we compared participants’ affective states while working on an adaptive and a fixed-item test of numerical reasoning ability. During both tests, we continuously recorded participants’ skin conductance response. In addition, they filled in a self-report questionnaire after each of the three item blocks per test, assessing discrete achievement emotions (joy, pride, anger, boredom, frustration, and anxiety) and perceived level of task difficulty. As expected, participants showed higher levels of psychophysiological arousal in the adaptive compared to the fixed-item test, indicating that the adaptive test was more stimulating, independent of emotional valence. For subjective achievement emotions, we expected disordinal interaction effects between test type and ability (objective control experience) and between test type and relative perceived difficulty of the two tests (subjective control experience). This was supported for relative perceived difficulty, as participants indeed reported more joy and pride, and less frustration, anxiety, and anger on whichever test they subjectively perceived as easier. Meanwhile, no main effects of test type and no interaction between test type and ability were found. This is in line with the control-value theory and shows that it is not the adaptivity of a test that influences subjective emotional experience, but rather how difficult the adaptive test is perceived by test-takers compared to a fixed-item test. Directions for future research and implications for practice are discussed.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102388"},"PeriodicalIF":3.9,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365935","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}
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":"2025-05-31","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}
Pub 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。
{"title":"Learning from errors: deliberate errors enhance learning","authors":"Xiuyun Qiang , Xiaofeng Ma , Tiantian Li","doi":"10.1016/j.cedpsych.2025.102379","DOIUrl":"10.1016/j.cedpsych.2025.102379","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102379"},"PeriodicalIF":3.9,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204357","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 : 2025-05-23DOI: 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":"2025-05-23","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 : 2025-05-22DOI: 10.1016/j.cedpsych.2025.102378
Richard Göllner
Guided by the dimensional comparison theory (Möller & Marsh, 2013), this study tested the new hypothesis that students form their academic self-concepts by comparing their academic effort across different achievement domains. The hypothesis was tested using a longitudinal study following German non-academic school students from Grades 5 to 8 (N = 3,880, 46 % female). The results of latent cross-lagged panel models showed that there were dimensional comparison effects on students’ self-concept formation from their effort in mathematics and German language arts, but in the opposite direction of comparison effects from students’ achievement. Students who reported working hard in one domain showed lower self-concept in that same domain but higher self-concept in the other domain. The results highlight that students compare their perceived academic effort to judge their academic ability in the respective achievement domains, which, in turn, adds an important new ingredient of the dimensional comparison theory.
{"title":"Extending the dimensional comparison theory through students’ academic effort","authors":"Richard Göllner","doi":"10.1016/j.cedpsych.2025.102378","DOIUrl":"10.1016/j.cedpsych.2025.102378","url":null,"abstract":"<div><div>Guided by the dimensional comparison theory (<span><span>Möller & Marsh, 2013</span></span>), this study tested the new hypothesis that students form their academic self-concepts by comparing their academic effort across different achievement domains. The hypothesis was tested using a longitudinal study following German non-academic school students from Grades 5 to 8 (<em>N</em> = 3,880, 46 % female). The results of latent cross-lagged panel models showed that there were dimensional comparison effects on students’ self-concept formation from their effort in mathematics and German language arts, but in the opposite direction of comparison effects from students’ achievement. Students who reported working hard in one domain showed lower self-concept in that same domain but higher self-concept in the other domain. The results highlight that students compare their perceived academic effort to judge their academic ability in the respective achievement domains, which, in turn, adds an important new ingredient of the dimensional comparison theory.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"82 ","pages":"Article 102378"},"PeriodicalIF":3.9,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194620","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 : 2025-05-09DOI: 10.1016/j.cedpsych.2025.102376
Larissa Aust , Jeanne-Celine Linker , Luise Eichholz , Jana Schiffer , Marcus Nührenbörger , Christoph Selter , Elmar Souvignier
Student achievement has been found to benefit from formative assessment (FA), but only few studies have directly compared different FA approaches. In the present study, two differently structured FA approaches were compared: While teachers in the first experimental group (curriculum-embedded assessment (CE), 19 classes, N = 431students) used written task sets for assessment, teachers in the second experimental group (planned-for-interaction assessment (PI), 22 classes, N = 492 students) were trained in conducting focused conversations for assessment with their students throughout the school year. Results suggest a slight advantage of CE in terms of math achievement, whereas PI was associated with significantly higher scores on the variable need for cognition. Students’ academic self-concept did not differ between groups, and results were not affected by students’ achievement level or teacher characteristics. Consequently, it seems promising to combine the highly structured CE approach with the more flexible PI approach.
{"title":"How much formalization of assessment methods is useful when implementing formative assessment in second grade mathematics classrooms?","authors":"Larissa Aust , Jeanne-Celine Linker , Luise Eichholz , Jana Schiffer , Marcus Nührenbörger , Christoph Selter , Elmar Souvignier","doi":"10.1016/j.cedpsych.2025.102376","DOIUrl":"10.1016/j.cedpsych.2025.102376","url":null,"abstract":"<div><div>Student achievement has been found to benefit from formative assessment (FA), but only few studies have directly compared different FA approaches. In the present study, two differently structured FA approaches were compared: While teachers in the first experimental group (curriculum-embedded assessment (CE), 19 classes, <em>N</em> = 431students) used written task sets for assessment, teachers in the second experimental group (planned-for-interaction assessment (PI), 22 classes, <em>N</em> = 492 students) were trained in conducting focused conversations for assessment with their students throughout the school year. Results suggest a slight advantage of CE in terms of math achievement, whereas PI was associated with significantly higher scores on the variable need for cognition. Students’ academic self-concept did not differ between groups, and results were not affected by students’ achievement level or teacher characteristics. Consequently, it seems promising to combine the highly structured CE approach with the more flexible PI approach.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102376"},"PeriodicalIF":3.9,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068461","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 : 2025-05-02DOI: 10.1016/j.cedpsych.2025.102375
Lars Höft , Jennifer Meyer , Sascha Bernholt , Thorben Jansen
Conscientiousness and interest each have a substantial impact on learning. The conscientiousness × interest compensation (CONIC) model conceptualizes their interplay as compensatory in predicting academic effort. Previous research has primarily applied the CONIC model to aggregated measures of effort, leaving a gap in understanding the nuanced mechanisms underlying the activation of interest in specific learning situations. To address this gap, we investigated whether the compensatory relationship between conscientiousness and interest does not only pertain to the level of a course or subject but does also exists when working on individual tasks. Specifically, we examined how students’ conscientiousness and situational interest interact in predicting task effort. Our sample consisted of 1,839 secondary school students in Germany (Mage = 16.4, SD = 1.5, 42.7 % female). Using latent moderated structural equation modeling, we observed positive main effects of conscientiousness and situational interest on task effort, alongside negative interaction effects between these variables. The findings support the compensatory effects proposed by the CONIC model at the task level. This research contributes to a deeper understanding of how conscientiousness and situational interest interact dynamically to influence academic effort, offering insights into how these effects persist over time to influence broader learning outcomes.
{"title":"A situated perspective on CONIC: Evidence of compensatory effects of conscientiousness and situational interest on the task level","authors":"Lars Höft , Jennifer Meyer , Sascha Bernholt , Thorben Jansen","doi":"10.1016/j.cedpsych.2025.102375","DOIUrl":"10.1016/j.cedpsych.2025.102375","url":null,"abstract":"<div><div>Conscientiousness and interest each have a substantial impact on learning. The conscientiousness × interest compensation (CONIC) model conceptualizes their interplay as compensatory in predicting academic effort. Previous research has primarily applied the CONIC model to aggregated measures of effort, leaving a gap in understanding the nuanced mechanisms underlying the activation of interest in specific learning situations. To address this gap, we investigated whether the compensatory relationship between conscientiousness and interest does not only pertain to the level of a course or subject but does also exists when working on individual tasks. Specifically, we examined how students’ conscientiousness and situational interest interact in predicting task effort. Our sample consisted of 1,839 secondary school students in Germany (<em>M</em><sub>age</sub> = 16.4, <em>SD</em> = 1.5, 42.7 % female). Using latent moderated structural equation modeling, we observed positive main effects of conscientiousness and situational interest on task effort, alongside negative interaction effects between these variables. The findings support the compensatory effects proposed by the CONIC model at the task level. This research contributes to a deeper understanding of how conscientiousness and situational interest interact dynamically to influence academic effort, offering insights into how these effects persist over time to influence broader learning outcomes.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102375"},"PeriodicalIF":3.9,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068336","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 : 2025-04-25DOI: 10.1016/j.cedpsych.2025.102374
Elise C. Allen , Patrick N. Beymer , Emily Q. Rosenzweig
Studies of students’ cost perceptions have been prevalent in recent years; however, little work has examined what may precede the formation of these costs. Understanding predictors of cost may allow for the implementation of more established interventions in these areas. For example, interventions to increase belonging may serve to subsequently reduce students’ perceptions of cost. Such established interventions with more consistent results in the literature may provide a promising pathway to reduce costs as compared to intervening on cost directly, since these direct interventions have produced mixed results to date. In the present study, we examined proximal and distal precursors of students’ (N = 321) weekly cost perceptions throughout a semester in college physics using a weekly diary survey. Costs were examined across four dimensions: task effort, outside effort, loss of valued alternatives, and emotional cost. Multilevel modeling indicated that weekly measures of belonging and self-regulated learning predicted lower levels of nearly all cost types. Meanwhile, baseline measures of students’ expectancies for success and physics identity were non-significant. The number of credits students were enrolled in also did not predict costs. This study contributes to better understanding how cost perceptions are formed and has implications for contributing to future interventions aimed at reducing costs.
{"title":"Precursors of students’ cost perceptions: Identifying proximal and distal predictors","authors":"Elise C. Allen , Patrick N. Beymer , Emily Q. Rosenzweig","doi":"10.1016/j.cedpsych.2025.102374","DOIUrl":"10.1016/j.cedpsych.2025.102374","url":null,"abstract":"<div><div>Studies of students’ cost perceptions have been prevalent in recent years; however, little work has examined what may precede the formation of these costs. Understanding predictors of cost may allow for the implementation of more established interventions in these areas. For example, interventions to increase belonging may serve to subsequently reduce students’ perceptions of cost. Such established interventions with more consistent results in the literature may provide a promising pathway to reduce costs as compared to intervening on cost directly, since these direct interventions have produced mixed results to date. In the present study, we examined proximal and distal precursors of students’ (N = 321) weekly cost perceptions throughout a semester in college physics using a weekly diary survey. Costs were examined across four dimensions: task effort, outside effort, loss of valued alternatives, and emotional cost. Multilevel modeling indicated that weekly measures of belonging and self-regulated learning predicted lower levels of nearly all cost types. Meanwhile, baseline measures of students’ expectancies for success and physics identity were non-significant. The number of credits students were enrolled in also did not predict costs. This study contributes to better understanding how cost perceptions are formed and has implications for contributing to future interventions aimed at reducing costs.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102374"},"PeriodicalIF":3.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924492","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 : 2025-04-22DOI: 10.1016/j.cedpsych.2025.102373
Martin Laun , Leonard Puderbach , Katharina Hirt , Eva L. Wyss , Daniel Friemert , Ulrich Hartmann , Fabian Wolff
In recent years, chatbots have emerged as potential individual assistance systems in educational settings. However, their successful implementation depends on their ability to deliver high-quality outcomes and gain students’ trust. Against this background, this study investigated the perceived trustworthiness of chatbots in nursing education and whether this trust was justified in light of chatbots’ actual performance in care plan creation. We conducted a study with 189 vocational nursing students who created medical care plans under two conditions: without ChatGPT (GPT-4) and with ChatGPT assistance. Additionally, ChatGPT was used to develop care plans without student involvement. Expert evaluations of these care plans allowed us to compare quality across conditions. We also examined students’ trust by having them evaluate another care plan before and after experimentally manipulating information about its source (chatbot or peer-generated). Statistical analyses revealed that source disclosure significantly affected students’ trust: Care plans believed to be chatbot-generated experienced a significant decrease in trust, while those attributed to peers showed no significant change. However, analyses of expert evaluations showed that ChatGPT-generated plans were of higher quality than those created by students, even when students used ChatGPT assistance. This discrepancy between perceived trustworthiness and actual performance of chatbots indicates that students’ skepticism toward chatbot-generated content is, to some extent, exaggerated. While ChatGPT can enhance students’ care plan quality, our findings emphasize the importance of addressing trust issues in educational settings where chatbots are implemented.
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