Contemporary Educational Psychology最新文献_第9页

Testing a weekly utility value intervention in college physics and chemistry courses 在大学物理和化学课程中进行每周效用价值干预测试

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-03-01 Epub Date: 2025-02-05 DOI: 10.1016/j.cedpsych.2025.102348

Patrick N. Beymer , Emily Q. Rosenzweig

We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which college students were asked to reflect on the value of course content using a brief writing prompt for 13 consecutive weeks in two separate courses: physics (N = 631) and chemistry (N = 1,348). We used a randomized controlled trial and examined effects on weekly course importance value, weekly course interest, final course interest, STEM career intentions, and performance. Multilevel modeling and linear regression revealed that in both courses, those who participated in the weekly UVI had higher average weekly importance value (d_physics = 0.20, d_chemistry = 0.08) and weekly interest (d_physics = 0.18, d_chemistry = 0.10) compared to those in the control group. In chemistry, the weekly UVI was also found to be effective in increasing final course interest (d = 0.10) and STEM career intentions (d = 0.11). In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group (d_{raciallymarginalized} = 0.48, d_{nonraciallymarginalized} = 0.04). Finally, in chemistry, the weekly UVI increased course grades for women, when compared to women in the control group (d_women = 0.08, d_men = 0.07). The positive effects on weekly importance value and interest in both courses demonstrate the potential of brief weekly motivational interventions that do not require extensive instructor burden for enhancing college students’ STEM interest and participation. However, mixed long-term effects, course-specific effects, and inconsistent patterns of moderation point to important boundary conditions that may constrain the effectiveness of weekly UVIs unless researchers take steps to mitigate them in future research.

我们开发、实施并评估了每周效用价值干预（UVI），要求大学生在连续13周的两门独立课程中使用简短的写作提示来反思课程内容的价值：物理（N = 631）和化学（N = 1348）。我们采用随机对照试验，检验了对每周课程重要性值、每周课程兴趣、最终课程兴趣、STEM职业意向和绩效的影响。多水平模型和线性回归显示，在这两门课程中，参加每周UVI的学生比对照组具有更高的平均每周重要性值（d物理= 0.20，d化学= 0.08）和每周兴趣值（d物理= 0.18，d化学= 0.10）。在化学方面，每周UVI也被发现对提高最终课程兴趣（d = 0.10）和STEM职业意向（d = 0.11）有效。在物理方面，与对照组的种族边缘化学生相比，每周紫外线指数提高了种族边缘化学生的课程成绩（极端边缘化= 0.48，非种族边缘化= 0.04）。最后，在化学课上，与对照组相比，每周紫外线指数提高了女性的课程成绩（dwomen = 0.08, dmen = 0.07）。对两门课程的每周重要性值和兴趣的积极影响表明，不需要大量教师负担的每周简短动机干预在提高大学生STEM兴趣和参与方面具有潜力。然而，混合的长期效应、课程特异性效应和不一致的调节模式指出了重要的边界条件，这些边界条件可能会限制每周紫外线照射的有效性，除非研究人员在未来的研究中采取措施减轻它们。

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引用次数: 0

Teaching with worked examples – Why the selection of problems for exemplification is critical 范例教学-为什么选择问题作为范例是至关重要的

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-03-01 Epub Date: 2024-11-23 DOI: 10.1016/j.cedpsych.2024.102328

Lukas Wesenberg , Felix Krieglstein , Sebastian Jansen , Günter Daniel Rey , Sascha Schneider

Educational research has explored many aspects of the design of worked examples for teaching problem-solving skills but has yet to consider the influence of the problem itself that is chosen for exemplification. It is argued that the selection of problems to exemplify influences (meta-)comprehension since some problems lead to worked-out solutions that could be more or less ambiguous. Contrasting theories and findings are discussed which suggest both negative as well as positive effects of ambiguous examples on learning, at least when students are sufficiently supported to deal with that ambiguity. Study 1 (50 university students) confirmed that the selection of problems to exemplify impacts the ambiguity of examples. Studies 2–4 (90 university students; 100 university students; 142 high school students) showed that the groups receiving the problem that led to the more ambiguous example performed worse on the learning test, more often exhibited misconceptions, and overestimated their test performance. These effects were mostly large, consistent across learning topics (designating a factorial design and calculating the h-index), and even held on when learners received instructional support in the form of verbal explanations, which could have helped to disentangle the ambiguity. Amongst others, the results emphasize the need to pay more attention to the selection of problems for exemplification and consider an example’s ambiguity as an important feature for its effectiveness. In addition, they illustrate the preference of learners to follow examples over explanations, how misconceptions may arise, and the importance of guiding learners in early skill-acquisition phases.

教育研究已经探索了用于教授解决问题技能的工作示例设计的许多方面，但尚未考虑选择作为示例的问题本身的影响。有人认为，选择问题来举例影响（元）理解，因为一些问题导致制定的解决方案可能或多或少模棱两可。对比的理论和研究结果表明，歧义的例子对学习的消极和积极的影响，至少当学生得到足够的支持来处理歧义。研究1（50名大学生）证实了例证问题的选择会影响例证的模糊性。研究对象2-4(90名大学生；100名大学生；142名高中生)的研究表明，接受问题的小组在学习测试中表现得更差，更经常表现出误解，并高估了他们的测试成绩。这些影响大多很大，在学习主题中是一致的（指定一个析因设计和计算h指数），甚至当学习者得到口头解释形式的教学支持时也会持续下去，这可能有助于解开歧义。除其他外，结果强调需要更加注意例证问题的选择，并将示例的模糊性视为其有效性的重要特征。此外，他们还说明了学习者更喜欢跟随例子而不是解释，误解是如何产生的，以及在早期技能习得阶段指导学习者的重要性。

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引用次数: 0

Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement 通过对小学教师在数学和英语语言艺术课上的情绪表达的观察，探讨其与学生内容领域情绪和参与的关系

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-03-01 Epub Date: 2025-02-11 DOI: 10.1016/j.cedpsych.2025.102352

Leigh McLean , Nathan Jones

Processes of classroom emotional transmission have been identified whereby the emotions expressed by an individual are induced in others, with particular attention paid to how this unfolds among teachers and their students. However, there is still much to be clarified about how teachers’ and students’ emotions transmit in the classroom, including the extent to which the teachers’ observable emotional expressions are meaningful for students’ learning experiences and the potential context-specificity of these associations. In the present study, we introduce the Teacher Affect Coding System (TACS), a new observational measure of teachers’ emotional expressions and use data from this measure to describe the factor structure and nature of these emotional expressions as teachers instruct in mathematics and English language arts (ELA). We then use TACS data in combination with students’ self-reports of their content area enjoyment, anxiety, and behavioral engagement to conduct an exploratory analysis of the associations among teachers’ expressions and their students’ learning-related emotions and behaviors in each content area. Participants included 65 fourth-grade teachers and 805 students recruited from a Southwestern U.S. state. Confirmatory factor analyses revealed four factors differentiating between positive and negative emotions in each content area. Descriptive analyses indicated that teachers displayed more positive emotions than negative, and that emotional expressions were fairly consistent across content areas. Path analyses revealed that teachers’ negative emotional expressions in ELA were associated with reduced student ELA enjoyment and engagement, and negative emotional expressions in mathematics were associated with reduced student mathematics engagement. Findings speak to the importance of teacher training and professional learning opportunities focusing on emotional regulation skills among elementary teachers.

课堂情绪传递的过程已经被确定，即一个人表达的情绪在其他人身上被诱导，特别关注这种情绪如何在教师和学生之间展开。然而，关于教师和学生的情绪是如何在课堂上传递的，包括教师可观察到的情绪表达对学生的学习经历有多大意义，以及这些联系的潜在情境特异性，还有很多需要澄清的地方。在本研究中，我们引入了一种新的教师情绪表达观察量表——教师情绪编码系统（TACS），并利用该量表的数据来描述教师在进行数学和英语语言艺术（ELA）教学时情绪表达的因素结构和性质。然后，我们使用TACS数据结合学生对其内容领域的享受、焦虑和行为参与的自我报告，对教师的表达与学生在每个内容领域的学习相关情绪和行为之间的关联进行了探索性分析。参与者包括从美国西南部一个州招募的65名四年级教师和805名学生。验证性因子分析揭示了在每个内容区域中区分积极和消极情绪的四个因素。描述性分析表明，教师表现出的积极情绪多于消极情绪，并且情绪表达在各个内容领域相当一致。通径分析显示，教师消极的ELA情绪表达与学生的ELA享受度和投入度降低有关，而数学消极的情绪表达与学生的数学投入度降低有关。研究结果说明了教师培训和专业学习机会对小学教师情绪调节技能的重要性。

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引用次数: 0

Black university students’ lived connections between classroom assessment and motivation 黑人大学生课堂评价与动机之间的生活联系

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2025-03-01 Epub Date: 2025-02-04 DOI: 10.1016/j.cedpsych.2025.102347

Lia M. Daniels, Sarah Ferede, Zalika Scott-Ugwuegbula

Most school systems involve an implicit connection between classroom assessment and student motivation. How visible minority students, particularly students who are Black, experience this connection given the historical and ongoing racism associated with assessment practices, is unknown. This study aimed to understand how Black students in North American post-secondary settings experience assessment and its association with motivation. Using an interpretive phenomenological analysis, we conducted focus groups with 20 Black students with various cultural backgrounds to discern connections between assessment and motivation in the North American context. We identified three overarching themes that described how participants connect assessment with motivation: the reality of being Black; a combined desire and need to excel; and nuances of the assessment and environment. The examples participants shared align with much of the existing literature documenting the tension between experiences of anti-black racism and individual and familial expectations for success, that create importance around assessment and sustain motivation. We discuss the results in light of the attitude-achievement paradox and provide recommendations for instructors regarding the assessment climate.

大多数学校系统在课堂评估和学生动机之间都有一种隐含的联系。考虑到与评估实践相关的历史和持续的种族主义，少数族裔学生，特别是黑人学生，如何体验这种联系尚不清楚。本研究旨在了解北美高等教育背景下黑人学生如何体验评估及其与动机的关系。采用解释现象学分析，我们对20名具有不同文化背景的黑人学生进行了焦点小组讨论，以辨别在北美背景下评估和动机之间的联系。我们确定了三个总体主题，描述了参与者如何将评估与动机联系起来：作为黑人的现实；渴望：对超越的渴望和需要的结合；以及评估和环境的细微差别。参与者分享的例子与许多现有文献一致，这些文献记录了反黑人种族主义经历与个人和家庭对成功的期望之间的紧张关系，这使得评估和维持动机变得重要。我们从态度-成就悖论的角度讨论了结果，并为教师提供了有关评估氛围的建议。

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引用次数: 0

Three applications of semantic network analysis to individual student think-aloud data 语义网络分析在学生个体思考-朗读数据中的三种应用

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-10-19 DOI: 10.1016/j.cedpsych.2024.102318

Jennifer G. Cromley , Joseph F. Mirabelli , Andrea J. Kunze

Student during-learning data such as think-alouds or writing are often coded for use of strategies or moves, but less often for what knowledge the student is using. However, analyzing the content of such products could yield much valuable information. A promising technique for analyzing the content of student products is semantic network analysis, more widely used in political science, communication, information science, and some other social science disciplines. We reviewed the small literature on semantic network analysis (SemNA) of individuals with relevant outcomes to identify which network analysis metrics might be suitable. The Knowledge Integration (KI) framework from science education is discussed as focusing on amount and structure of student knowledge, and therefore especially relevant for testing with SemNA metrics. We then re-analyze three published think-aloud data sets from undergraduate students learning introductory biology with the metrics found in the literature review. Significant relations with posttest comprehension score are found for number of nodes and edges; degree and betweenness centrality; diameter, and mean distance. Inconsistent results possibly due to text-specific features were found for number of clusters, LCC, and density, and null results were found for PageRank centrality and centralization degree. Basic principles from the KI framework are supported—amount of information (nodes), connections (edges, average degree), key ideas (degree and betweenness centrality) and length of causal chains (mean distance and diameter) are related to posttest comprehension, but not density or LCC. Possible explanations for slight variations across data sets are discussed, and alternative theories and metrics are offered.

学生在学习过程中的数据，如思考-扩音或写作，经常被编码为策略或动作的使用，但较少被编码为学生使用了哪些知识。然而，分析这些产品的内容可以获得许多有价值的信息。语义网络分析是一种很有前途的分析学生产品内容的技术，在政治学、传播学、信息科学和其他一些社会科学学科中得到了更广泛的应用。我们查阅了有关个人语义网络分析（SemNA）的少量文献，以确定哪些网络分析指标可能适用于相关成果。我们讨论了科学教育中的知识整合（KI）框架，该框架侧重于学生知识的数量和结构，因此特别适合用 SemNA 指标进行测试。然后，我们用文献综述中发现的指标重新分析了三组已发表的本科生学习生物学入门的思考-朗读数据。结果发现，节点和边的数量、度数和度间中心性、直径和平均距离与测试后的理解得分有显著关系。在聚类数、LCC 和密度方面，发现了可能由于特定文本特征而导致的不一致结果；在 PageRank 中心性和中心化程度方面，发现了无效结果。KI 框架的基本原理得到了支持--信息量（节点）、连接（边、平均度）、关键观点（度和间中心性）和因果链长度（平均距离和直径）与测试后的理解力有关，但与密度或 LCC 无关。本文讨论了不同数据集之间存在微小差异的可能原因，并提出了其他理论和衡量标准。

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引用次数: 0

Self-efficacy inertia: The role of competency beliefs and academic burden in achievement 自我效能惰性：能力信念和学业负担对成绩的影响

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-09-30 DOI: 10.1016/j.cedpsych.2024.102315

Sarah M. Wolff , Jonathan C. Hilpert , Vanessa W. Vongkulluksn , Matthew L. Bernacki , Jeffrey A. Greene

The effort to translate self-efficacy theory into statistical models has been argued to model out the complex, dynamic nature of the interaction between the person and the environment. This study aimed to understand how self-efficacy (belief in one’s abilities) and academic burden (the external challenges students face in their studies) relate to academic performance over time and whether modeling both between and within subject variance components provides a more comprehensive perspective that is better aligned with theory. Self-efficacy and academic burden were collected at five time points, one month apart from undergraduate students (N = 443) enrolled in an online biology class. The data were fit to four models: 1) a standard cross lagged panel model (CLPM), 2) a random intercept cross-lagged panel model (RI-CLPM), 3) an RI-CLPM in which grade was regressed on the random-intercepts, and 4) an RI-CLPM in which grade was regressed on the random-intercepts and the within-person fluctuations. The RI-CLPM was a better fit to the data over the CLPM, indicating that separating effects that are attributed to individual differences from within-person effects appears to better capture the reciprocal relationships between self-efficacy and academic burden. Further, when only the general tendencies of self-efficacy and academic burden were specified to predict final grade, there was a significant positive relationship between self-efficacy and grades. However, when within-person variations over time were added as predictors in addition to the between-person differences, this general relationship lost significance. These findings suggest that gaining self-efficacy momentum in a class is perhaps more predictive of academic achievement than having a general tendency towards confidence in one’s abilities relative to peers.

将自我效能感理论转化为统计模型的努力被认为是为了模拟出人与环境之间复杂、动态的互动性质。本研究旨在了解自我效能感（对自身能力的信念）和学业负担（学生在学习中面临的外部挑战）与学业成绩的关系，以及学科间和学科内变异成分建模是否能提供更全面、更符合理论的视角。我们在五个时间点收集了自我效能感和学业负担的数据，这些数据来自参加在线生物课的本科生（人数 = 443），时间点相隔一个月。数据被拟合到四个模型中：1）标准交叉滞后面板模型（CLPM）；2）随机截距交叉滞后面板模型（RI-CLPM）；3）成绩对随机截距进行回归的 RI-CLPM 模型；4）成绩对随机截距和人内波动进行回归的 RI-CLPM 模型。与 CLPM 相比，RI-CLPM 更好地拟合了数据，这表明将个体差异效应与人内效应分开似乎能更好地捕捉自我效能感与学业负担之间的相互关系。此外，当只用自我效能感和学业负担的一般倾向来预测最终成绩时，自我效能感和成绩之间存在显著的正相关关系。然而，如果除了人与人之间的差异外，再加上人与人之间随时间的变化作为预测因素，这种一般关系就失去了意义。这些研究结果表明，在班级中获得自我效能感的动力也许比对自己的能力相对于同龄人的普遍自信更能预测学习成绩。

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引用次数: 0

Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts 当学生阅读多篇说明性文章时，关注著名术语可促进叙事框架分析

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-09-07 DOI: 10.1016/j.cedpsych.2024.102302

Alexandra List , Honcui Du

Narrative frames refer to the ways in which information in media is relayed, organized, and contextualized, in order to provide learners with a structure and a frame of reference for new content. Narrative frames are pervasive and have been found to have an effect on individuals’ attitudes and understandings of various social issues. However, students’ abilities to identify and analyze narrative frames during reading have rarely been examined in prior work. In this study, we examine whether two experimental manipulations are able to increase students’ attendance to and analysis of narrative frames when reading four texts addressing a contemporary social issue (i.e., a proposed new housing development). An experimental design was used. Students (N = 141) were randomly assigned to receive a definition of narrative frames, or not, prior to reading and asked to identify notable terms during reading or not. Then, students were asked to read four texts, offering various contrasting perspectives on the construction of a new affordable housing development. Finally, students completed open-ended questions tapping overt and covert narrative frame identification and analysis and multiple text integration. Although providing students with an explicit definition of narrative frames did not improve performance, asking students to attend to notable terms during reading improved overt narrative frame analysis scores. Additionally, students identifying more notable terms during reading was associated with higher overt and covert narrative frame analysis performance. Attending to notable terms during reading may be one means of fostering students’ analysis of overt and covert narrative frames.

叙事框架指的是媒体信息的转播、组织和语境化方式，目的是为学习者提供新内容的结构和参照框架。叙事框架无处不在，并被发现会影响个人对各种社会问题的态度和理解。然而，以往的研究很少考察学生在阅读过程中识别和分析叙事框架的能力。在本研究中，我们考察了两种实验操作是否能够提高学生在阅读四篇涉及当代社会问题（即拟议中的新住房开发项目）的文章时对叙事框架的关注和分析。我们采用了实验设计。学生（N = 141）在阅读前被随机分配接受或不接受叙事框架的定义，并被要求在阅读过程中识别或不识别值得注意的术语。然后，学生们被要求阅读四篇文章，文章从不同的对比角度介绍了一个新的经济适用房开发项目的建设情况。最后，学生们完成了开放式问题，对公开和隐蔽的叙事框架进行识别和分析，并对多个文本进行整合。虽然向学生提供叙事框架的明确定义并没有提高成绩，但要求学生在阅读过程中注意明显的术语却提高了公开叙事框架分析的分数。此外，学生在阅读过程中识别出更多值得注意的术语与更高的公开和隐蔽叙事框架分析成绩有关。在阅读过程中注意值得注意的术语可能是促进学生分析公开和隐蔽叙事框架的一种方法。

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引用次数: 0

Student engagement, school involvement, and transfer student success 学生参与、学校参与和转学生的成功

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-11-04 DOI: 10.1016/j.cedpsych.2024.102322

Krysti N. Turnquest , Weihua Fan , Virginia Snodgrass Rangel , Nazly Dyer , Allison Master

引用次数: 0

Race-based trauma: Teacher responses, supports, barriers, and burnout 种族创伤：教师的反应、支持、障碍和职业倦怠

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-11-22 DOI: 10.1016/j.cedpsych.2024.102327

Mike Yough , Mei-Lin Chang , Tameko Collins , Kody Long , Ngan Tran , Tiffiney Winchester , Mwarumba Mwavita

The trauma of racism is a common experience among people of color in the United States. Minority children are more likely to experience race-based trauma (RBT) within their communities. Teachers are well positioned to recognize such distress. While mechanisms remain poorly understood, empathy may play a key role in how teachers support students who have experienced RBT. Though the benefits of empathy are well-known, it may be that bearing witness to another experiencing RBT could produce personal distress resulting in dissociation from the student to alleviate such distress. Such reactions may be more likely when a teacher is experiencing burnout. The purpose of the proposed research is to examine the relationships between teacher factors such as burnout as well as teachers’ responses to student RBT. We also seek to identify behavioral strategies associated with these responses and the situational factors that influence them. In-service teachers (n = 178) completed a measure of teacher burnout, viewed a video of a student describing a race-based traumatic event, completed a measure of their emotional response to the video as well as open-ended items exploring hypothetical and actual experiences with such students. We found that teachers with higher levels of burnout were also more likely to report self-focused, unpleasant emotions in response to the video. Qualitative analysis revealed six categories of responses: (a) Help, (b) reassurance, (c) listening, (d) personal reaction, (e) reframing, and (f) relating. We also identified six categories of supports that permitted desired responses to student RBT: (a) Personal experiences, (b) personal attributes, (c) external support, (d) time, (e) listening, and (f) relationship with students as well as six barriers that prevented desired responses: (a) Unequipped/unprepared, (b) external factors, (c) unfamiliar with students, (d) unfamiliar with context, (e) lack of information, and (f) lack of time. Theoretical and practical implications are discussed.

种族主义造成的创伤是美国有色人种的共同经历。少数族裔儿童更有可能在其社区内经历基于种族的创伤（RBT）。教师完全有能力识别这种困扰。虽然人们对其机制仍然知之甚少，但同理心可能在教师如何帮助经历过种族创伤的学生方面发挥着关键作用。虽然共情的好处众所周知，但目睹他人经历 RBT 可能会产生个人痛苦，从而导致与学生分离，以减轻这种痛苦。当教师出现职业倦怠时，可能更容易出现这种反应。拟议研究的目的是考察教师职业倦怠等因素与教师对学生 RBT 的反应之间的关系。我们还试图找出与这些反应相关的行为策略以及影响这些反应的情境因素。在职教师（n = 178）完成了教师职业倦怠的测量，观看了学生描述种族创伤事件的视频，完成了他们对视频的情绪反应测量，以及探索与此类学生相处的假设和实际经验的开放式项目。我们发现，职业倦怠程度较高的教师也更有可能在观看视频时产生以自我为中心的不愉快情绪。定性分析揭示了六类反应：(a) 帮助，(b) 安慰，(c) 倾听，(d) 个人反应，(e) 重塑，(f) 关联。我们还发现了允许对学生 RBT 做出理想反应的六类支持：(a) 个人经历，(b) 个人特质，(c) 外部支持，(d) 时间，(e) 倾听，(f) 与学生的关系，以及阻碍做出理想反应的六种障碍：(a) 未装备/未准备，(b) 外部因素，(c) 不熟悉学生，(d) 不熟悉环境，(e) 缺乏信息，(f) 缺乏时间。讨论了理论和实践意义。

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引用次数: 0

An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination 一项探索性实验，调查教师的种族和性别偏见归因以及个人种族歧视经历的调节作用

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology

Pub Date : 2024-12-01 Epub Date: 2024-10-05 DOI: 10.1016/j.cedpsych.2024.102317

Yasemin Copur-Gencturk , Ian Thacker , Joseph R. Cimpian

The factors to which teachers attribute students’ successes and failures have important consequences for teachers’ instructional decisions as well as their expectations of students. Yet few, if any, experimental studies have been conducted to investigate the role that students’ race and gender play in how teachers make sense of students’ academic performance. In this exploratory experimental study, conducted with 413 mathematics teachers across the United States, we investigated the extent to which teachers attributed students’ performance disparities in mathematics to internal and external factors based on the students’ race and gender and explored the extent to which teachers’ beliefs and dispositions moderated their attributions. To do so, teachers were first given a collection of the student solutions with no gender or racial performance disparities. They were then randomly assigned to one of four conditions in which they were told that on this particular assessment: boys outperformed girls, girls outperformed boys, Black and Hispanic students outperformed White and Asian students, or that White and Asian students outperformed Black and Hispanic students. They were asked to report the reasons behind the disparities in math performance of these groups. We found that teachers attributed gender disparities in student performance to innate math ability, effort, and external social factors, whereas they attributed racial disparities in student performance to biological influences on intelligence, effort, external social factors or the assessment context. Teachers’ self-reported personal experience with racial discrimination moderated race differences in teacher attributions.

教师将学生的成功和失败归因于哪些因素，这对教师的教学决策和对学生的期望都有重要影响。然而，很少有实验研究（如果有的话）来探讨学生的种族和性别在教师如何理解学生学业成绩方面所起的作用。在这项由全美 413 名数学教师参加的探索性实验研究中，我们调查了教师根据学生的种族和性别，将学生数学成绩的差异归因于内部和外部因素的程度，并探讨了教师的信念和处置方式在多大程度上调节了他们的归因。为此，首先向教师们提供了一组没有性别或种族成绩差异的学生解决方案。然后，他们被随机分配到四种情况中的一种，在这种情况下，他们被告知，在这一特定的评估中：男生的成绩优于女生，女生的成绩优于男生，黑人和西班牙裔学生的成绩优于白人和亚裔学生，或者白人和亚裔学生的成绩优于黑人和西班牙裔学生。我们要求他们报告这些群体数学成绩差异背后的原因。我们发现，教师将学生成绩的性别差异归因于先天数学能力、努力程度和外部社会因素，而将学生成绩的种族差异归因于智力的生物影响、努力程度、外部社会因素或评估环境。教师自述的个人种族歧视经历调节了教师归因中的种族差异。

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