Contemporary Educational Psychology最新文献

The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by time) and relationship of 1) cognitive, 2) affective, and 3) behavioral feedback engagement as a function of cognitive and motivational resources in a computer-based learning environment with automated formative feedback. Data was collected from N = 330 German B.Ed. Elementary Education students who worked four consecutive sessions on summarizing texts. Previously invested mental effort (t − 1) affected situational expectancy and cost but not situational value. 1) Cognitive feedback engagement was positively associated with previous performance but neither associated with cognitive nor motivational resources. 2) Affective feedback engagement was positively associated with intrinsic value and negatively associated with situational expectancies, invested mental effort and previous performance. 3) Behavioral feedback engagement was positively associated with situational expectancies and invested mental effort. This study contributes to the understanding of student’s cognitive and motivational structures when engaging with automated formative feedback.

This study examines how students’ self-regulation, as an individual difference factor, guides their use of informational help-seeking resources when learning from multiple text. We further examine the extent to which engagement in help-seeking is associated with comprehension ratings and multiple text task performance. In this study, students were able to access two types of help-seeking resources during multiple text use: vocabulary aids and conceptual aids. We found students to frequently access help-seeking resources. Moreover, while accessing of help-seeking aids and comprehension ratings during multiple text use directly impacted task performance, students’ self-regulation, as an individual difference factor, was only found to have a significant direct effect on comprehension ratings. Additional direct and indirect relations and implications for future research on students’ self-regulated learning from multiple texts are discussed.

Growing and diversifying science, technology, engineering, and mathematics (STEM) professional communities is critically important. According to the Process Model of Mentoring Interactions, two areas of research can be leveraged in pursuit of this goal: mentoring and self-regulated learning (SRL). This study examined the mediating role of learning strategies in explaining how implicit theories of intelligence (mindset) and mentoring support predict academic achievement among university students (operationalized as highest degree attained). Participants (N = 1,094) were from historically underrepresented backgrounds pursuing an undergraduate STEM degree from one of 38 universities across the U.S. Longitudinal data were collected via biannual surveys (fall, spring semesters) to assess academic mindset, faculty mentoring, learning strategy use, and highest degree attained (measured by National Student Clearinghouse graduation/enrollment data). Parallel processes latent growth-curves in a structural equation modeling framework were used to test the mediating role of strategy use on academic achievement. Results showed that reported strategy use was stable over time and mediated the relationship between faculty mentoring support and highest degree attained. Both having a faculty mentor as an undergraduate (vs. not) and higher quality of mentor support predicted higher strategy use, which in turn predicted higher degree attainment. Mindset was unrelated to strategy use or academic achievement. This study is one of the first to empirically demonstrate one process by which mentoring leads to greater academic achievement: via students’ use of SRL strategies.

In this study we examined interindividual differences in intraindividual development of reading self-concept, intrinsic value, and importance value between grade 5 and grade 9 from a situated expectancy-value theory perspective. Growth mixture modelling with data from 1507 (49% girls) secondary school students from Germany indicated four developmental trajectories. We labelled these trajectories: Increasing Values (n = 83, 6%); Declining Importance Value (n = 251, 17%); Declining Values (n = 444, 29%); and Declining Self-Concept and Values (n = 729, 48%). The likelihood of following the Increasing Values or the Declining Values trajectory was lower for girls than boys. Furthermore, students following the Declining Self-Concept and Values trajectory had higher SES than students following the other three trajectories. Students following the Declining Self-Concept and Values trajectory had the highest reading comprehension in grade 5, although this advantage declined by grade 9. Our findings suggest that students may benefit from interventions that support intrinsic value, particularly at the start of secondary school.

Teachers’ mental health has been recognized as relevant to teacher effectiveness, with past work identifying impacts of teachers’ mental health on teacher, classroom, and student outcomes. However, much still needs to be understood about the extent to which teachers’ mental health is associated with students’ learning experiences, including in which learning contexts and among which student groups effects might surface most pointedly. We investigated associations among fourth grade teachers’ (N = 65) self-reported depressive and anxious symptomatology and their students’ (N = 805) self-reported behavioral engagement in mathematics, science, and English language arts and whether these associations varied for students based on their enrollment status in a Free and Reduced Meal (FARM) program, a broad indicator of economic disadvantage. Multilevel modeling revealed interaction effects such that, among disadvantaged students, teachers’ depressive symptoms were associated with decreased mathematics and science engagement. Results highlight the importance of providing mental health support for teachers, as well highlight teachers’ well-being as relevant to issues of equity in elementary STEM education.

There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.

In today’s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there’s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachers’ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 students’ keyboard-based writing, attention must be placed on multiple components predicting students’ writing performance.

Within the framework of a generalized internal/external frame of reference model, influences of social and dimensional comparisons of academic achievement on the formation of subject-specific values (or related constructs) are empirically well documented for secondary school students. Furthermore, a wide range of theories also hypothesize an effect of subject-specific self-concepts on values. Accordingly, prior studies suggested a mediating effect of self-concepts on the achievement–value relationship. However, these studies have been limited to two school subjects or exclusively math and science subjects. Based on data from N = 1,339 ninth- through twelfth-grade students, we extended prior research by relating students’ grades in mathematics, physics, social studies, German, English, and the second foreign language to value scores in these subjects; subject-specific self-concepts were included as mediators. Our results support the hypothesis of a full mediation of the relationship between grades and values through self-concepts. Additional analyses showed a comparable fit between a mediation model with direct paths from grades to values and a mediation model without these direct paths. We discuss which subject-specific self-concepts are the most important mediators for the achievement–value relationship and the importance of self-concepts for forming values above grades.

In the present study, we examined the rate of change among college students’ (N = 429) competence beliefs, interest value, importance value, and four facets of cost measured weekly across a semester of two introductory calculus courses. We also examined how baseline levels of expectancy-value motivational beliefs predicted initial levels and rates of change in weekly expectancy-value beliefs. Results suggested that competence-related beliefs, interest value, and importance value decreased weekly throughout the semester, whereas outside effort and loss of valued alternatives cost increased. Additionally, baseline levels of each task-value-related construct predicted initial weekly levels of their respective constructs, but did not generally predict changes in task values over time. Conversely, baseline competence-related beliefs predicted slower declines in weekly competence-related beliefs, as well as slower declines in importance value and slower increases in outside effort cost, loss of valued alternatives cost, and emotional cost. Finally, baseline importance value predicted larger increases in weekly cost beliefs for all four dimensions of cost that were examined. Together, findings point to the importance of providing early course supports to buffer students against motivational challenges that threaten course participation and performance. Findings also suggest that students’ initial levels of competence-related beliefs are an important buffer against introductory course motivation declining across a semester, whereas initial importance value may have both positive and negative motivational consequences.

Unproctored exams have been increasingly adopted by universities globally to assess students’ learning and prevent cheating. Different forms of honor code reminders have been implemented with such exams, but no empirical research has directly compared their effectiveness in promoting academic honesty. To bridge this significant gap and inform educational practices for promoting optimal learning, we examined cheating among university students taking an unproctored exam in two field studies. Both studies used a double-blind randomized controlled design. Prior to the exam, students were provided with no reminders of academic integrity policies (most common in unproctored exams) or reminders of policies, actual cases of cheating, or negative consequences of cheating. Reminding students about academic integrity policies, actual cases of academic cheating, and the negative consequences of cheating led to significantly less cheating than providing students with no reminders. The present findings suggest that although university students may have been informed about academic integrity policies upon entry and have experienced unproctored exams, they need a brief reminder to ensure honesty just before taking them. Our findings also illustrate the importance of conducting well-controlled behavioral research that evaluates, in the field, the effectiveness of commonly implemented educational practices to ascertain that they indeed serve their designed pedagogical purposes to promote learning optimally.