Pub Date : 2025-03-01Epub Date: 2025-01-22DOI: 10.1016/j.cedpsych.2025.102344
Korinthia D. Nicolai , Tasneem L. Talib , Stella Jackman-Ryan , N. Leigh Boyd , Allison Zengilowski , Sarita Y. Shukla , Jason A. Chen
In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.
{"title":"An anti-colonial approach to deconstructing and reconstructing educational psychology theories","authors":"Korinthia D. Nicolai , Tasneem L. Talib , Stella Jackman-Ryan , N. Leigh Boyd , Allison Zengilowski , Sarita Y. Shukla , Jason A. Chen","doi":"10.1016/j.cedpsych.2025.102344","DOIUrl":"10.1016/j.cedpsych.2025.102344","url":null,"abstract":"<div><div>In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102344"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165656","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 : 2025-03-01Epub Date: 2025-01-17DOI: 10.1016/j.cedpsych.2025.102345
Jimmy Aguilar, Gabriela M. Torres, Andrea J. Macias
Despite advancements in educational psychology research that have amplified the diverse experiences and development of Black, Indigenous, and People of Color (BIPOC) in educational spaces, BIPOC scholars continue to face challenges in the change-resistant landscape of academia and educational psychology. One prominent issue is the lack of methodological frameworks that consider the lived realities of BIPOC participants and the positionality of BIPOC researchers. As Latina/o researchers, we collaboratewith our communities to reconstruct existing paradigms and deconstruct deficit perspectives. We provide alternatives in educational psychology, addressing the issue of race-neutral solutions that often default to white middle-class students as the norm. We contend that researcher reflexivity and responsibility to one’s community allow participants and researchers to present their whole selves beyond existing protocols, norms of engagement, and temporal research participant expectations. Our ongoing qualitative research study examines how Latina community college transfer students at selective universities in California interact with support networks and develop a sense of community. Our team adopts a reflexive and relational methodology for engaging in insider research. While this focuses on the experiences of Latina college students, our framework aims to motivate BIPOC researchers conceptualize culturally relevant methodologies, recognizing that we do not aim to offer a one-size-fits-all approach. This methodology centers researcher(s) positionality and researcher-participant connections, allowing us to better calibrate participant responses and capture lived experiences beyond the confines of existing theories and frameworks.
{"title":"Insider research: Reflexivity, responsibility, and community-informed approaches","authors":"Jimmy Aguilar, Gabriela M. Torres, Andrea J. Macias","doi":"10.1016/j.cedpsych.2025.102345","DOIUrl":"10.1016/j.cedpsych.2025.102345","url":null,"abstract":"<div><div>Despite advancements in educational psychology research that have amplified the diverse experiences and development of Black, Indigenous, and People of Color (BIPOC) in educational spaces, BIPOC scholars continue to face challenges in the change-resistant landscape of academia and educational psychology. One prominent issue is the lack of methodological frameworks that consider the lived realities of BIPOC participants and the positionality of BIPOC researchers. As Latina/o researchers, we collaboratewith our communities to reconstruct existing paradigms and deconstruct deficit perspectives. We provide alternatives in educational psychology, addressing the issue of race-neutral solutions that often default to white middle-class students as the norm. We contend that researcher reflexivity and responsibility to one’s community allow participants and researchers to present their whole selves beyond existing protocols, norms of engagement, and temporal research participant expectations. Our ongoing qualitative research study examines how Latina community college transfer students at selective universities in California interact with support networks and develop a sense of community. Our team adopts a reflexive and relational methodology for engaging in insider research. While this focuses on the experiences of Latina college students, our framework aims to motivate BIPOC researchers conceptualize culturally relevant methodologies, recognizing that we do not aim to offer a one-size-fits-all approach. This methodology centers researcher(s) positionality and researcher-participant connections, allowing us to better calibrate participant responses and capture lived experiences beyond the confines of existing theories and frameworks.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102345"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165155","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 : 2025-03-01Epub Date: 2025-01-19DOI: 10.1016/j.cedpsych.2025.102338
Revathy Kumar
Anti-coloniality is a critical way of analyzing the world. An anti-colonial attitude towards disciplinary knowledge seeks to challenge colonial legacies, promote diversity and inclusion, and contribute to more equitable and just forms of knowledge production. Such an attitude is essential for moving away from the predominantly Eurocentric roots of educational psychology and embracing a more inclusive, just, equity-focused, and culturally grounded understanding of the literature on human development, reasoning, perceptions, cognitions, emotions and motivations. The article emphasizes the importance of promoting epistemic justice by giving consideration to divergent perspectives when examining existing knowledge or creating new knowledge in educational psychology. In this context, in an effort to promote disciplinary theories and constructs that are informed by an anti-colonial attitude, the works of educational psychologists using such critical asset-based rather than deficit-based perspectives are highlighted. As argued, anti-coloniality will facilitate the building of critical educational psychology that advocates for a relativistic and interpretative understanding of theories to promote epistemic justice and equity in education and support disciplinary rigor through iterative theory building that is culturally and contextually grounded.
{"title":"Cultivating anti-coloniality: A framework for building critical educational psychology","authors":"Revathy Kumar","doi":"10.1016/j.cedpsych.2025.102338","DOIUrl":"10.1016/j.cedpsych.2025.102338","url":null,"abstract":"<div><div>Anti-coloniality is a critical way of analyzing the world. An anti-colonial attitude towards disciplinary knowledge seeks to challenge colonial legacies, promote diversity and inclusion, and contribute to more equitable and just forms of knowledge production. Such an attitude is essential for moving away from the predominantly Eurocentric roots of educational psychology and embracing a more inclusive, just, equity-focused, and culturally grounded understanding of the literature on human development, reasoning, perceptions, cognitions, emotions and motivations. The article emphasizes the importance of promoting epistemic justice by giving consideration to divergent perspectives when examining existing knowledge or creating new knowledge in educational psychology. In this context, in an effort to promote disciplinary theories and constructs that are informed by an anti-colonial attitude, the works of educational psychologists using such critical asset-based rather than deficit-based perspectives are highlighted. As argued, anti-coloniality will facilitate the building of critical educational psychology that advocates for a relativistic and interpretative understanding of theories to promote epistemic justice and equity in education and support disciplinary rigor through iterative theory building that is culturally and contextually grounded.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102338"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165162","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 : 2025-03-01Epub Date: 2025-02-07DOI: 10.1016/j.cedpsych.2025.102351
Blake D. Ebright-Jones , Kai S. Cortina , Nicole Mahler , Kevin F. Miller
With mobile eye tracking, we recorded in 46 classrooms how often teachers focused on each student during a regular classroom period. We matched data with video footage identifying student behaviors that violated classroom norms. We found different profiles of behavior by student gender and race and differences in teacher responses based on the type of norm violation and teacher expertise. Teachers did not focus on one gender more than another, but they looked at Black students more often than at White students. Teachers observe Black students violating norms more often than White students, but only for infractions that indicate active participation. This corroborates Black students’ perception that teachers scrutinize their behavior more. While this could indicate a sensitivity to pedagogical needs, we interpret it as teacher bias with potentially drastic downstream effects.
{"title":"Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors","authors":"Blake D. Ebright-Jones , Kai S. Cortina , Nicole Mahler , Kevin F. Miller","doi":"10.1016/j.cedpsych.2025.102351","DOIUrl":"10.1016/j.cedpsych.2025.102351","url":null,"abstract":"<div><div>With mobile eye tracking, we recorded in 46 classrooms how often teachers focused on each student during a regular classroom period. We matched data with video footage identifying student behaviors that violated classroom norms. We found different profiles of behavior by student gender and race and differences in teacher responses based on the type of norm violation and teacher expertise. Teachers did not focus on one gender more than another, but they looked at Black students more often than at White students. Teachers observe Black students violating norms more often than White students, but only for infractions that indicate active participation. This corroborates Black students’ perception that teachers scrutinize their behavior more. While this could indicate a sensitivity to pedagogical needs, we interpret it as teacher bias with potentially drastic downstream effects.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102351"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388225","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 : 2025-03-01Epub Date: 2025-01-19DOI: 10.1016/j.cedpsych.2025.102339
Jameson D. Lopez, Ruth Cuasialpud-Canchala
This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the SABER 11 test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.
{"title":"Approaching Indigenous theoretical frameworks and quantitative research methods to improve Indigenous data","authors":"Jameson D. Lopez, Ruth Cuasialpud-Canchala","doi":"10.1016/j.cedpsych.2025.102339","DOIUrl":"10.1016/j.cedpsych.2025.102339","url":null,"abstract":"<div><div>This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the <em>SABER 11</em> test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102339"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165157","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 : 2025-03-01Epub Date: 2025-01-17DOI: 10.1016/j.cedpsych.2025.102341
Carlton J. Fong , Yasmiyn Irizarry
For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (Gillborn et al., 2018). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.
为了利用教育心理学来实现更大的利益和创造反种族主义的知识体系，作为定量方法基础的价值体系和思维模式需要重新定位。在本文中，我们批评定量教育心理学家对客观性和中立性的依赖，通过提请注意方法论创伤和描述QuantCrit的原则作为一种替代方法。具体来说，我们讨论了1)种族主义的中心地位，2)数字不是中立的，3)类别既不是自然的也不是给定的，4)声音和洞察力，以及5)社会正义和公平取向的重要性（Gillborn et al., 2018）。在适当的时候，我们强调与这些原则相一致的实证例子，为该领域的定量研究转型提供方法论指导。最后，我们提出了参与这项工作以实现更公正和公平的教育心理学研究议程的建议。
{"title":"Too quant to crit? Advancing QuantCrit methodologies in educational psychology","authors":"Carlton J. Fong , Yasmiyn Irizarry","doi":"10.1016/j.cedpsych.2025.102341","DOIUrl":"10.1016/j.cedpsych.2025.102341","url":null,"abstract":"<div><div>For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (<span><span>Gillborn et al., 2018</span></span>). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102341"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165154","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 : 2025-03-01Epub Date: 2025-01-11DOI: 10.1016/j.cedpsych.2025.102337
Francesca López, Jessica T. DeCuir-Gunby
{"title":"Methodological and theoretical guidance: Moving educational psychology towards anti-racist bodies of knowledge","authors":"Francesca López, Jessica T. DeCuir-Gunby","doi":"10.1016/j.cedpsych.2025.102337","DOIUrl":"10.1016/j.cedpsych.2025.102337","url":null,"abstract":"","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102337"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548116","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 : 2025-03-01Epub Date: 2025-01-17DOI: 10.1016/j.cedpsych.2025.102346
Michalinos Zembylas
This paper aims to extend the conversation on the importance of renewing the scope of educational research to critically examine whiteness in a way that acknowledges and values Black affects. Additionally, it explores methodological considerations for White scholars who seek to advance this research agenda. The paper offers strategies for White researchers to center Black, Indigenous, and People of Color in their analyses of the affective enactments of whiteness in educational settings. The discussion emphasizes two key insights: the need for educational research, particularly by White scholars, to explicitly focus on the critical study of whiteness, considering the affective, material, and historically contextual impacts of racialization, anti-Blackness, and white supremacy; and the importance of recognizing and addressing the affective experiences of Black individuals, as shaped by these same processes.
{"title":"Affective methodologies for a critical study of whiteness: Considerations for white scholars","authors":"Michalinos Zembylas","doi":"10.1016/j.cedpsych.2025.102346","DOIUrl":"10.1016/j.cedpsych.2025.102346","url":null,"abstract":"<div><div>This paper aims to extend the conversation on the importance of renewing the scope of educational research to critically examine whiteness in a way that acknowledges and values Black affects. Additionally, it explores methodological considerations for White scholars who seek to advance this research agenda. The paper offers strategies for White researchers to center Black, Indigenous, and People of Color in their analyses of the affective enactments of whiteness in educational settings. The discussion emphasizes two key insights: the need for educational research, particularly by White scholars, to explicitly focus on the critical study of whiteness, considering the affective, material, and historically contextual impacts of racialization, anti-Blackness, and white supremacy; and the importance of recognizing and addressing the affective experiences of Black individuals, as shaped by these same processes.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102346"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165153","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 : 2025-03-01Epub Date: 2025-02-15DOI: 10.1016/j.cedpsych.2025.102353
Olga Arias-Gundín , Celestino Rodríguez , José Carlos Núñez , Gert Rijlaarsdam , Paula López
Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.
{"title":"Writing quality from different latent profiles of revision subprocesses in upper-primary students","authors":"Olga Arias-Gundín , Celestino Rodríguez , José Carlos Núñez , Gert Rijlaarsdam , Paula López","doi":"10.1016/j.cedpsych.2025.102353","DOIUrl":"10.1016/j.cedpsych.2025.102353","url":null,"abstract":"<div><div>Text revision is a complex process involving various subprocesses such as error detection, diagnosis and correction. These processes focus on various levels of text, from editing mechanical errors to substantial changes. The present study was designed with two main goals. First, to analyze the existence of homogeneous groups of upper-primary students according to how much they use the different revision subprocesses and their focus, assessed through a specifically created revision task. The distribution of these profiles was analyzed for individual characteristics, such as grade and gender. The second goal was to explore relations between the profiles in terms of text quality. 834 upper-primary students (age 9–13, 4th–6th grade) participated in the study. Students were asked to write a story to assess their narrative writing performance and to revise a prepared narrative text to detect, diagnose and correct six mechanical and six substantive errors. A four-profile model exhibited the best fit, classifying students as poor, mechanical, substantive and good reviewers. A gender effect was observed with more boys than girls in the poor reviewer profile, and more girls than boys in the good reviewer profile, with no effects of gender for the other two profiles. The results also indicated a clear progression in revising skills through schooling, with a higher percentage of poor reviewers in fourth-grade, mechanical reviewers in fifth-grade and good and substantive reviewers in sixth-grade. Finally, a relationship was found between text quality and student reviewer profiles, with poor reviewers writing lower quality texts and good reviewers writing higher quality texts. The identification of different revision profiles in upper-primary students has important theoretical and educational implications.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102353"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445558","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 : 2025-03-01Epub Date: 2025-02-05DOI: 10.1016/j.cedpsych.2025.102350
Krista R. Muis , Martina Kohatsu , Reinhard Pekrun , Shasha Li
We examined the antecedents and consequences of confusion and confusion regulation during complex statistics problem-solving. One hundred sixty-eight university students from Canada, the US, and the UK reported their trait-like habitual confusion regarding statistics, and perceptions of control for solving complex statistics problems. After learning about the binomial theorem, students were asked to solve three complex statistics problems. A think-emote-aloud protocol was used to capture confusion and confusion regulation during problem-solving. Following problem completion, students reported the intensity of the confusion they felt during problem-solving, their perceptions of control during problem-solving, along with the frequency with which they used confusion regulation strategies, including competence development, cognitive reappraisal, expressive suppression, and control-focused strategies. Path analyses revealed that initial confusion about statistics negatively predicted students’ initial perceived control for the task, and that initial perceived control negatively predicted confusion experienced during problem-solving. Initial perceived control also served as a positive antecedent to competence development. Confusion did not predict any confusion regulation strategies but moderated cognitive reappraisal and suppression whereby only higher levels of confusion predicted higher levels of those two strategies. Confusion during problem-solving also negatively predicted perceived control during problem-solving, which subsequently predicted problem-solving achievement. Finally, competence development and the use of control-focused strategies positively predicted perceived control during problem-solving. Results indicate that perceived control serves as an important antecedent to confusion regulation, that confusion moderates these relations, and support the reciprocity of Emotions in Achievement Situations (ERAS) model.
{"title":"Confusion and confusion regulation: An empirical investigation of the emotion regulation in achievement situations model","authors":"Krista R. Muis , Martina Kohatsu , Reinhard Pekrun , Shasha Li","doi":"10.1016/j.cedpsych.2025.102350","DOIUrl":"10.1016/j.cedpsych.2025.102350","url":null,"abstract":"<div><div>We examined the antecedents and consequences of confusion and confusion regulation during complex statistics problem-solving. One hundred sixty-eight university students from Canada, the US, and the UK reported their trait-like habitual confusion regarding statistics, and perceptions of control for solving complex statistics problems. After learning about the binomial theorem, students were asked to solve three complex statistics problems. A think-emote-aloud protocol was used to capture confusion and confusion regulation during problem-solving. Following problem completion, students reported the intensity of the confusion they felt during problem-solving, their perceptions of control during problem-solving, along with the frequency with which they used confusion regulation strategies, including competence development, cognitive reappraisal, expressive suppression, and control-focused strategies. Path analyses revealed that initial confusion about statistics negatively predicted students’ initial perceived control for the task, and that initial perceived control negatively predicted confusion experienced during problem-solving. Initial perceived control also served as a positive antecedent to competence development. Confusion did not predict any confusion regulation strategies but moderated cognitive reappraisal and suppression whereby only higher levels of confusion predicted higher levels of those two strategies. Confusion during problem-solving also negatively predicted perceived control during problem-solving, which subsequently predicted problem-solving achievement. Finally, competence development and the use of control-focused strategies positively predicted perceived control during problem-solving. Results indicate that perceived control serves as an important antecedent to confusion regulation, that confusion moderates these relations, and support the reciprocity of Emotions in Achievement Situations (ERAS) model.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102350"},"PeriodicalIF":3.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376564","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号