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.
{"title":"Chatbots in education: Outperforming students but perceived as less trustworthy","authors":"Martin Laun , Leonard Puderbach , Katharina Hirt , Eva L. Wyss , Daniel Friemert , Ulrich Hartmann , Fabian Wolff","doi":"10.1016/j.cedpsych.2025.102373","DOIUrl":"10.1016/j.cedpsych.2025.102373","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102373"},"PeriodicalIF":3.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869235","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 : 2025-04-17DOI: 10.1016/j.cedpsych.2025.102372
Wei Wei , Shiqiao Shen
Mathematical anxiety is negatively associated with mathematics performance. Previous studies have demonstrated that working memory mediates this relationship. Although there are many theories on working memory, most agree that working memory includes a storage component (i.e., short-term memory). However, little is known about the role of short-term memory in the relationship between mathematical anxiety and mathematics performance. In this study, we investigated whether short-term memory mediates the relationship between mathematical anxiety and arithmetic performance. The participants were 178 children aged 8–10 years. They were asked to complete mathematical and trait anxiety questionnaires and a battery of cognitive tests to measure exact arithmetic and arithmetic estimation abilities, working memory, and short-term memory. We found that after controlling for trait anxiety, age, and gender, the relationship between mathematical anxiety and exact arithmetic ability was mediated by the storage but not by the executive component of working memory. In addition, the mediating effect was influenced by the type and difficulty of arithmetic tasks. These findings suggest that mathematical anxiety impairs arithmetic performance through the storage component of working memory. The results suggest that educators should pay more attention to the role of short-term memory in mathematics teaching.
{"title":"The storage component of working memory mediates the relationship between mathematical anxiety and arithmetic performance","authors":"Wei Wei , Shiqiao Shen","doi":"10.1016/j.cedpsych.2025.102372","DOIUrl":"10.1016/j.cedpsych.2025.102372","url":null,"abstract":"<div><div>Mathematical anxiety is negatively associated with mathematics performance. Previous studies have demonstrated that working memory mediates this relationship. Although there are many theories on working memory, most agree that working memory includes a storage component (i.e., short-term memory). However, little is known about the role of short-term memory in the relationship between mathematical anxiety and mathematics performance. In this study, we investigated whether short-term memory mediates the relationship between mathematical anxiety and arithmetic performance. The participants were 178 children aged 8–10 years. They were asked to complete mathematical and trait anxiety questionnaires and a battery of cognitive tests to measure exact arithmetic and arithmetic estimation abilities, working memory, and short-term memory. We found that after controlling for trait anxiety, age, and gender, the relationship between mathematical anxiety and exact arithmetic ability was mediated by the storage but not by the executive component of working memory. In addition, the mediating effect was influenced by the type and difficulty of arithmetic tasks. These findings suggest that mathematical anxiety impairs arithmetic performance through the storage component of working memory. The results suggest that educators should pay more attention to the role of short-term memory in mathematics teaching.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102372"},"PeriodicalIF":3.9,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850216","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 : 2025-04-15DOI: 10.1016/j.cedpsych.2025.102371
Paul A. O’Keefe , S.M. Ramya , E.J. Horberg
What happens when well-intentioned changes to curricula clash with students’ pre-existing academic identity? In the present study, students entered a two-year pre-university school strongly identified with science but not arts—an identity that did not fit with their school’s new multidisciplinary curriculum that mandated engagement with both academic areas. We investigated the efficacy of a growth-theory-of-interest intervention (O’Keefe et al., 2023)—which promoted the view that academic interests are developed rather than inherent and fixed—in helping students reap the benefits of the new curriculum. We conducted a randomized controlled field experiment with incoming students who overwhelmingly identified as interested in science but not arts (N = 151). Before matriculating, students were randomly assigned to complete the growth-theory-of-interest intervention or active-control materials. Approximately 7 months later, students in the intervention condition reported a stronger arts identity (without diminishing their science identity), and stronger fit and belonging in school, relative to the active control condition. Moreover, whereas developing a stronger arts identity was associated with lower belonging in the control condition, this drop was eliminated in the intervention condition. Finally, by improving students’ school belonging, the intervention indirectly predicted higher year-end GPAs. The results underscore the intervention’s efficacy in promoting a mindset conducive to multidisciplinary learning and facilitating students’ fit and belonging within a curriculum intended to enrich their educational experiences and future career prospects.
当善意的课程改革与学生原有的学术身份发生冲突时，会发生什么？在目前的研究中，学生们进入了一所为期两年的大学预科学校，这所学校强烈认同科学而不是艺术，这与他们学校要求参与两个学术领域的新多学科课程不相符。我们调查了兴趣增长理论干预（O’keefe et al., 2023）在帮助学生从新课程中获益方面的有效性。该干预促进了学术兴趣是发展而非固有和固定的观点。我们对绝大多数对科学感兴趣但对艺术不感兴趣的新生进行了随机对照实地实验（N = 151）。在入学前，学生被随机分配完成成长兴趣理论干预或主动控制材料。大约7个月后，与主动控制组相比，干预组的学生报告了更强的艺术认同（没有削弱他们的科学认同），更强的契合度和对学校的归属感。此外，在控制条件下，发展更强的艺术身份与较低的归属感相关，而在干预条件下，这种下降被消除了。最后，通过提高学生的学校归属感，干预间接预测了更高的年终gpa。结果强调了干预在促进有利于多学科学习的心态和促进学生适应和归属于旨在丰富他们的教育经历和未来职业前景的课程方面的有效性。
{"title":"A growth-theory-of-interest intervention helps align science students with a new multidisciplinary curriculum","authors":"Paul A. O’Keefe , S.M. Ramya , E.J. Horberg","doi":"10.1016/j.cedpsych.2025.102371","DOIUrl":"10.1016/j.cedpsych.2025.102371","url":null,"abstract":"<div><div>What happens when well-intentioned changes to curricula clash with students’ pre-existing academic identity? In the present study, students entered a two-year pre-university school strongly identified with science but not arts—an identity that did not fit with their school’s new multidisciplinary curriculum that mandated engagement with both academic areas. We investigated the efficacy of a growth-theory-of-interest intervention (O’Keefe et al., 2023)—which promoted the view that academic interests are developed rather than inherent and fixed—in helping students reap the benefits of the new curriculum. We conducted a randomized controlled field experiment with incoming students who overwhelmingly identified as interested in science but not arts (<em>N</em> = 151). Before matriculating, students were randomly assigned to complete the growth-theory-of-interest intervention or active-control materials. Approximately 7 months later, students in the intervention condition reported a stronger arts identity (without diminishing their science identity), and stronger fit and belonging in school, relative to the active control condition. Moreover, whereas developing a stronger arts identity was associated with lower belonging in the control condition, this drop was eliminated in the intervention condition. Finally, by improving students’ school belonging, the intervention indirectly predicted higher year-end GPAs. The results underscore the intervention’s efficacy in promoting a mindset conducive to multidisciplinary learning and facilitating students’ fit and belonging within a curriculum intended to enrich their educational experiences and future career prospects.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102371"},"PeriodicalIF":3.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891142","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 : 2025-04-15DOI: 10.1016/j.cedpsych.2025.102368
Zhe Wang , Yuqi Zhang , Björn B. de Koning , Rachel Wong , Shuangye Chen
Emotional design has increasingly been a promising avenue in multimedia learning research. Nevertheless, limited attention has been paid to the effects of two important emotional dimensions, which are valence and arousal. In two experiments we examined the effects of valence and arousal of background images in system-paced (Experiment 1) and learner-paced (Experiment 2) multimedia lessons. In both experiments, junior high school students were randomly assigned to one of the four experimental conditions in a 2 × 2 factorial design with valence (positive vs. negative) and arousal (low vs. high) as between-subjects factors. For retention, in Experiment 1 (system-paced), those receiving negatively valenced images significantly outperformed those receiving positively valanced images. However, the results across both experiments did not reveal significant valence × arousal interaction effects. For transfer, the results in Experiment 1 showed that high-arousing images significantly outperformed low-arousing images when positively valenced, while low-arousing images significantly outperformed high-arousing images when negatively valenced. The results in Experiment 2 (learner-paced) showed that negative valenced images outperformed positively valenced images when their arousal levels were high. Apart from learning outcomes, participants’ cognitive load and intrinsic motivation were also measured, but in both experiments no significant differences were found regarding these measures. Implications and future directions were discussed.
{"title":"Effects of emotional tones in computer-based learning: Insights from system-paced and learner-paced experiments","authors":"Zhe Wang , Yuqi Zhang , Björn B. de Koning , Rachel Wong , Shuangye Chen","doi":"10.1016/j.cedpsych.2025.102368","DOIUrl":"10.1016/j.cedpsych.2025.102368","url":null,"abstract":"<div><div>Emotional design has increasingly been a promising avenue in multimedia learning research. Nevertheless, limited attention has been paid to the effects of two important emotional dimensions, which are valence and arousal. In two experiments we examined the effects of valence and arousal of background images in system-paced (Experiment 1) and learner-paced (Experiment 2) multimedia lessons. In both experiments, junior high school students were randomly assigned to one of the four experimental conditions in a 2 × 2 factorial design with valence (positive vs. negative) and arousal (low vs. high) as between-subjects factors. For retention, in Experiment 1 (system-paced), those receiving negatively valenced images significantly outperformed those receiving positively valanced images. However, the results across both experiments did not reveal significant valence × arousal interaction effects. For transfer, the results in Experiment 1 showed that high-arousing images significantly outperformed low-arousing images when positively valenced, while low-arousing images significantly outperformed high-arousing images when negatively valenced. The results in Experiment 2 (learner-paced) showed that negative valenced images outperformed positively valenced images when their arousal levels were high. Apart from learning outcomes, participants’ cognitive load and intrinsic motivation were also measured, but in both experiments no significant differences were found regarding these measures. Implications and future directions were discussed.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102368"},"PeriodicalIF":3.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864562","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 : 2025-04-14DOI: 10.1016/j.cedpsych.2025.102369
Johanna Schoenherr , Richard E. Mayer
Solving real-world problems is a challenge for many students. The two-pathway model of student-generated drawing for real-world problem solving states that problem-solving performance is maximized when students make drawings that are (1) accurate and (2) in mathematical format. We investigated how drawing accuracy and problem-solving performance are affected by presence or absence of drawing support in the form of providing thumbnail representations of the key elements to be used in the drawing (intended to enhance drawing accuracy) and providing mathematical drawing instructions to create schematic representations (intended to prime mathematical format in drawings) or situational drawing instructions to create pictorial representations (intended to prime drawings with extraneous situational elements). In a 2 x 2 between-subjects experiment with drawing support (supported drawing or unsupported drawing) and drawing instructions (situational drawing instructions or mathematical drawing instructions) as factors, 112 undergraduate students were randomly assigned to one of four drawing conditions. In line with the two-pathway model, we found that students provided with drawing support and mathematical drawing instructions outperformed those in other conditions on solving real-world problems. Based on path analyses, this effect was attributed to higher drawing accuracy and fewer extraneous situational elements in their drawings. Results support the two-pathway model of how student-generating drawing can support real-world problem solving.
{"title":"Maximizing the benefits of student-generated drawing for real-world problem solving","authors":"Johanna Schoenherr , Richard E. Mayer","doi":"10.1016/j.cedpsych.2025.102369","DOIUrl":"10.1016/j.cedpsych.2025.102369","url":null,"abstract":"<div><div>Solving real-world problems is a challenge for many students. The two-pathway model of student-generated drawing for real-world problem solving states that problem-solving performance is maximized when students make drawings that are (1) accurate and (2) in mathematical format. We investigated how drawing accuracy and problem-solving performance are affected by presence or absence of drawing support in the form of providing thumbnail representations of the key elements to be used in the drawing (intended to enhance drawing accuracy) and providing mathematical drawing instructions to create schematic representations (intended to prime mathematical format in drawings) or situational drawing instructions to create pictorial representations (intended to prime drawings with extraneous situational elements). In a 2 x 2 between-subjects experiment with drawing support (supported drawing or unsupported drawing) and drawing instructions (situational drawing instructions or mathematical drawing instructions) as factors, 112 undergraduate students were randomly assigned to one of four drawing conditions. In line with the two-pathway model, we found that students provided with drawing support and mathematical drawing instructions outperformed those in other conditions on solving real-world problems. Based on path analyses, this effect was attributed to higher drawing accuracy and fewer extraneous situational elements in their drawings. Results support the two-pathway model of how student-generating drawing can support real-world problem solving.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102369"},"PeriodicalIF":3.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869237","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}
The unskilled and unaware effect, also known as the Dunning-Kruger effect, describes that low performers tend to overestimate and high performers tend to underestimate their ability and that on average low performers provide less accurate estimates of their ability than high performers. Based on data from N = 1047 students in Grade 7 (n = 613) and Grade 10 (n = 434), we examined whether the unskilled and unaware effect exists with regard to high school students’ political knowledge, whether the effect is different in Grade 7 and Grade 10, and how teachers’ behavior (i.e., cognitively activating and motivating teaching) affects students’ judgement accuracy and judgement direction. The results show that the unskilled and unaware effect exists in both grade levels. Furthermore, visual and statistical examination of the data suggest that the pattern of data is very similar in both grade levels. Finally, we further find that perceived motivational quality is associated with judgement accuracy, but also with overconfidence. Perceived cognitive activation is negatively associated with judgement accuracy. Through the usage of two-cohort data, this study applies a novel approach and bears important implications for research on the unskilled and unaware effect. Furthermore, the results regarding the teachers’ behavior provide important insights for educational practice in civic education.
{"title":"When will they know what they don’t know? Political knowledge and the infamous “Unskilled and Unaware” effect","authors":"Pascal Alscher, Ulrich Ludewig, Ruben Kleinkorres, Nele McElvany","doi":"10.1016/j.cedpsych.2025.102370","DOIUrl":"10.1016/j.cedpsych.2025.102370","url":null,"abstract":"<div><div>The unskilled and unaware effect, also known as the Dunning-Kruger effect, describes that low performers tend to overestimate and high performers tend to underestimate their ability and that on average low performers provide less accurate estimates of their ability than high performers. Based on data from <em>N</em> = 1047 students in Grade 7 (<em>n</em> = 613) and Grade 10 (<em>n</em> = 434), we examined whether the unskilled and unaware effect exists with regard to high school students’ political knowledge, whether the effect is different in Grade 7 and Grade 10, and how teachers’ behavior (i.e., cognitively activating and motivating teaching) affects students’ judgement accuracy and judgement direction. The results show that the unskilled and unaware effect exists in both grade levels. Furthermore, visual and statistical examination of the data suggest that the pattern of data is very similar in both grade levels. Finally, we further find that perceived motivational quality is associated with judgement accuracy, but also with overconfidence. Perceived cognitive activation is negatively associated with judgement accuracy. Through the usage of two-cohort data, this study applies a novel approach and bears important implications for research on the unskilled and unaware effect. Furthermore, the results regarding the teachers’ behavior provide important insights for educational practice in civic education.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102370"},"PeriodicalIF":3.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143839743","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 : 2025-04-10DOI: 10.1016/j.cedpsych.2025.102367
Rebecca J. Collie , Andrew J. Martin , Alison Le , Anaïd Flesken
This study investigated the process and prediction of school completion among a sample of 9,151 Australian secondary students. Although research indicates that various factors are associated with school completion, most studies have been short-term or limited in scope, leaving gaps in understanding about which factors throughout secondary school are salient for school completion. This study aims to fill those gaps by examining perceived teaching support in Year 7 as a predictor of personal attributes in Year 9 (perceived competence, valuing, growth goals, and academic skills) and, in turn, intentions in Year 10 (completion intentions, university intentions, vocational education and training [VET] intentions). All factors were then examined as predictors of school completion in Year 12. Results indicated key associations in the model: perceived teaching support (Year 7) predicted perceived competence, valuing, and growth goals in Year 9; all personal resources (Year 9) predicted at least one of the Year 10 intentions and most associations were positive; and, academic skills, completion intentions and university intentions predicted Year 12 school completion. In subsidiary analyses, we also tested how the factors were associated across three different geographic locations: rural, regional, and city areas. These subsidiary results indicated many similarities with the main model, along with some notable differences across locations. Findings hold implications for efforts aimed at supporting secondary school pathways to school completion in general and across different geographic locations.
{"title":"The process and prediction of school completion: A six-year longitudinal examination","authors":"Rebecca J. Collie , Andrew J. Martin , Alison Le , Anaïd Flesken","doi":"10.1016/j.cedpsych.2025.102367","DOIUrl":"10.1016/j.cedpsych.2025.102367","url":null,"abstract":"<div><div>This study investigated the process and prediction of school completion among a sample of 9,151 Australian secondary students. Although research indicates that various factors are associated with school completion, most studies have been short-term or limited in scope, leaving gaps in understanding about which factors throughout secondary school are salient for school completion. This study aims to fill those gaps by examining perceived teaching support in Year 7 as a predictor of personal attributes in Year 9 (perceived competence, valuing, growth goals, and academic skills) and, in turn, intentions in Year 10 (completion intentions, university intentions, vocational education and training [VET] intentions). All factors were then examined as predictors of school completion in Year 12. Results indicated key associations in the model: perceived teaching support (Year 7) predicted perceived competence, valuing, and growth goals in Year 9; all personal resources (Year 9) predicted at least one of the Year 10 intentions and most associations were positive; and, academic skills, completion intentions and university intentions predicted Year 12 school completion. In subsidiary analyses, we also tested how the factors were associated across three different geographic locations: rural, regional, and city areas. These subsidiary results indicated many similarities with the main model, along with some notable differences across locations. Findings hold implications for efforts aimed at supporting secondary school pathways to school completion in general and across different geographic locations.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"81 ","pages":"Article 102367"},"PeriodicalIF":3.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825492","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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