Contemporary Educational Psychology最新文献

Previous research has underscored the importance of understanding the mechanisms that underpin the academic motivation of PhD students. This understanding is crucial for enhancing their educational experience and program completion rates. Based on self-determination theory, this person-centered study first investigated PhD students’ motivation profiles defined on their types of academic motivations. Second, we explored associations between these profiles and various predictors (need satisfaction and support) and educational outcomes (persistence, satisfaction, future intentions, and performance). Third, we systematically tested the similarity of these profiles and their associations with predictors and outcomes across subgroups of students based on sex, field of study, citizenship, and program progression. Using a sample of 1060 Canadian PhD students, four distinct profiles emerged from the latent profile analyses: Low self-determined, Introjected, Identified, and High self-determined. Profile membership was predicted by need satisfaction and perceived support from faculty members. The most desirable outcome levels were associated with the High self-determination profile, followed by the Identified, Introjected and Low self-determined profiles. These profiles and their associations with predictors and outcomes were highly similar across the different subgroups. From a practical perspective, our results allowed us to identify students with less optimal motivation configurations and to propose intervention strategies, particularly focused on students’ need for autonomy, to support more desirable motivational profiles.

Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students’ cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students’ motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students.

This study tested how prompting learners to compare their drawings to instructional visuals affects their perceived and actual performance. Undergraduates (n = 116) created two drawings while studying a text on the human circulatory system. Then they made a series of retrospective and prospective judgments of their drawing performance and prospective judgments of their comprehension. In a subsequent restudy phase, students were randomly assigned to either compare their drawings to instructional visuals (compare group; n = 56) or to restudy the text and review their drawings without receiving instructional visuals (control group; n = 60), followed by a series of new judgments of drawing and comprehension. All students then completed drawing and comprehension post-tests. Results indicated that comparing one’s drawings to instructional visuals caused students to become underconfident in the quality of their drawings (lower retrospective accuracy) and overconfident in their future drawing performance (lower prospective accuracy). Exploratory analyses indicated that the compare group tended to make surface-level (rather than conceptual) comparisons when processing the provided visuals, such as attending to the aesthetic style or conventions used in the instructional visuals. Furthermore, despite a strong link between drawing and comprehension performance, comparing drawings to instructional visuals did not significantly affect students’ judgments of comprehension. These findings highlight potential drawbacks of comparing generative drawings to instructional visuals in learning by drawing.

Despite the pertinence of teachers’ buoyancy to ‘everyday work’, existing studies do not investigate buoyancy in close proximity to everyday experiences. Nor does existing research longitudinally investigate teachers’ buoyancy and how it relates to stress. This paper describes two quantitative daily diary studies on this relationship. Study 1 includes a relatively large sample of teachers (N = 151), compared to the number of days that they were followed (T = 15). Study 2 includes relatively few teachers (N = 10), but follows them for an extended period of time (T = 61). Both studies tested hypotheses regarding the extent to which teachers’ stress and buoyancy beliefs vary − and carry over − from day to day and the extent to which teachers’ buoyancy beliefs and stress experiences co-occur and predict each other from day to day and from teacher to teacher. Results showed that both teachers’ buoyancy beliefs and stress experiences varied and carried over significantly from day to day, although carryover effects were small. The relationship between buoyancy beliefs and stress was negative from teacher to teacher and concurrently from day to day. However, cross-lagged effects between both constructs from day to day were not significant. These results imply that both teachers’ buoyancy beliefs and stress are malleable, state-like constructs to a considerable extent, but their dynamics likely occur on a timescale that is smaller than daily.

Previous research is replete with evidence that emotions and self-regulation work together to influence learning performance, but distinct trait and state features of emotions and self-regulation are rarely considered. With an analytic sample comprising 9,501 daily diaries from 280 adolescents participating in a self-driven learning program, this study used multilevel modeling to examine how trait and state positive and negative emotions and self-regulation interact to predict adolescents' perceived daily learning progress. Results suggested that daily perceived learning progress was associated with trait and state positive emotions and self-regulation, as well as trait negative emotions. Furthermore, there was a significant positive interaction between state positive emotions and state self-regulation on perceived daily learning progress, such that when adolescents' state self-regulation was higher than usual, their perceived daily learning progress was more sensitive to state positive emotion. Results underscore the importance of enhancing adolescents' self-regulation and positive emotion, and the feasibility of facilitating adolescents' learning even if they are in a state of greater negative emotion.

Enabling children’s and youth’s well-being is widely valued by families and communities worldwide. However, there is no general agreement about the structure and measurement of well-being in schooling contexts, nor in particular for Indigenous students who comprise some of the most educationally disadvantaged populations in the world. We theorised a multidimensional student well-being model and the Multidimensional Student Well-being (MSW) instrument, grounded on recent research. We investigated its structure, measurement, and relation to correlates of well-being for a matched sample of 1,405 Australian students (Indigenous, N = 764; non-Indigenous, N = 641) at three time-points, 10–12 months apart. Analyses supported an a priori multidimensional model of 6 higher-order domains of well-being, represented by 15 first-order factors. This structure was invariant across Indigenous and non-Indigenous, male and female, and primary and secondary schooling levels. Correlates provided support for convergent and discriminant validity. There was a downward trend in well-being over time, which calls for attention to multidimensional domains of students’ well-being to promote healthy development throughout school life and beyond. The results support a multidimensional model of student well-being appropriate for primary and secondary schooling and both Indigenous and non-Indigenous students.

Test anxiety poses a fundamental educational challenge as it is associated with lower academic performance and well-being. Grounded in the Self-Determination Theory, this study will focus on test anxiety fluctuations in relation to low-stakes assessments and investigates whether fluctuations in students’ experiences of autonomy and competence satisfaction and frustration relate to their test anxiety. For this purpose, 253 secondary school students completed a survey at three different times throughout the second semester. Students' feelings of autonomy and competence in the classroom were administered as well as their test anxiety. Each student completed the same two test anxiety scales at each measurement occasion, with one scale consistently administered to all students and the other two scales randomly assigned between classes. Multilevel analyses revealed that students showed higher test anxiety in weeks in which their need for competence was more frustrated and when they had to take more low-stakes tests. This association was robust across the three test anxiety instruments and after considering important test anxiety covariates (e.g., gender and prior achievement). These findings imply that competence frustration is an important underlying mechanism of test anxiety that should be taken into account when designing anxiety-reducing interventions.

Writing is a multifaceted skill, recruiting varied cognitive processes that involve working memory, attention shifting and inhibition, also known as executive functioning (EF). Despite emerging research examining associations between EF and handwritten composition, the mediating role of transcription skills on the relation between EF and text composition remains underexplored. Even less is understood about the nature of these potential mediation mechanisms in keyboard-based text composing, a writing modality that is becoming pervasive during the first years of schooling. This study investigated whether the automaticity of inscription skills (handwriting and keyboarding) and spelling mediate the relation between children’s EF and text composition across two modes (paper and keyboard-based text composing) on a sample of 544 Year 2 Australian children. Assessments of EF, inscription skills, spelling, and text composition were measured concurrently. Indirect pathways were tested via structural equation modelling. Findings indicated that across text composition modes, handwriting automaticity, keyboarding automaticity and spelling mediated the relationship between children’s EF and writing composition (i.e., compositional fluency and quality). The findings of this study extend current understanding of associations between cognitive processes and text composition in the junior years by examining keyboard-based text composing.

The importance of intertextual integration in current information societies has led to extensive research on how to foster students' integration competence. Although teachers have a central role in promoting integration skills, research into their perceptions of intertextual integration tasks is still scarce. Hence, the purpose of this study was to explore language arts teachers' views on the epistemic aims and evaluation criteria of intertextual integration. Fifty-four language arts teachers were asked to evaluate three integrated essays, supposedly written by students, that reflected typical violations of key integration quality criteria. In addition, they responded to open-ended questions about intertextual integration aims and evaluation criteria. Teachers successfully identified only about a third of the integration quality criteria violations that were embedded in the essays. Nonetheless, they collectively raised diverse evaluation criteria that addressed content selection and understanding, argumentation quality, source use and intertextuality, structure and organization, and language sophistication. Teachers' most prevalent aims were related to information processing and to the development of learners’ reading and writing skills. However, teachers also referred to knowledge-building goals. Quantitative and qualitative analyses revealed interrelations between teachers' perceptions of evaluation criteria and their integration aims. Overall, these findings demonstrate that language arts teachers have rich multiple-text integration task models. At the same time, they suggest that many teachers might not perceive intertextual integration as an opportunity for knowledge building and for developing learners’ critical thinking. The results of this study can inform professional development efforts to support instruction of intertextual integration.

Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.