Pub Date : 2023-08-09DOI: 10.1080/01443410.2023.2242603
S. M. Kristensen, A. Danielsen, H. Urke, T. Larsen, M. M. Aanes
Abstract This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16–19 (60.6% girls; baseline mean age = 17.00, SD = .91; 56.1% high perceived family wealth; and 74.9% Norwegian-born). To explore how changes in academic self-efficacy, academic initiative, and GPA were related, we investigated a theoretical parallel process latent growth curve model. The results implied that, during upper secondary school, academic self-efficacy declined, while academic initiative and GPA remained stable. We found possible ceiling effects within and between several of the study’s constructs. The main finding was support for a positive feedback loop between the developmental trajectories of academic self-efficacy, academic initiative, and GPA. The present study adds new insight that should be taken into consideration when promoting positive educational development during late secondary school. Highlights Academic self-efficacy declines during upper secondary school, while academic initiative and grade point average remains stable. Parallel process latent growth curve model analysis. Possible ceiling effects within and between several of the study's factors. Positive associations between the trajectories of academic self-efficacy, academic initiative, and grade point average.
{"title":"The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model","authors":"S. M. Kristensen, A. Danielsen, H. Urke, T. Larsen, M. M. Aanes","doi":"10.1080/01443410.2023.2242603","DOIUrl":"https://doi.org/10.1080/01443410.2023.2242603","url":null,"abstract":"Abstract This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16–19 (60.6% girls; baseline mean age = 17.00, SD = .91; 56.1% high perceived family wealth; and 74.9% Norwegian-born). To explore how changes in academic self-efficacy, academic initiative, and GPA were related, we investigated a theoretical parallel process latent growth curve model. The results implied that, during upper secondary school, academic self-efficacy declined, while academic initiative and GPA remained stable. We found possible ceiling effects within and between several of the study’s constructs. The main finding was support for a positive feedback loop between the developmental trajectories of academic self-efficacy, academic initiative, and GPA. The present study adds new insight that should be taken into consideration when promoting positive educational development during late secondary school. Highlights Academic self-efficacy declines during upper secondary school, while academic initiative and grade point average remains stable. Parallel process latent growth curve model analysis. Possible ceiling effects within and between several of the study's factors. Positive associations between the trajectories of academic self-efficacy, academic initiative, and grade point average.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"835 - 853"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Understanding the mechanism of emotion regulation and the formation of emotional engagement can improve online learning persistence and academic performance. This study was set to pinpoint the potential pathways between emotion regulation and emotional engagement through meta-emotion and develop a predictive model for online emotional engagement. The data collected from 302 college students were analysed using a two-stage structural equation modelling-artificial neural network approach. Firstly, the path analysis implied the significant linkages from emotion regulation to emotional engagement through emotional repair. Secondly, the artificial neural network analysis results suggested that emotional repair contributed to the development of emotional engagement most, and the current model predicted emotional engagement with an accuracy of 91.1%. The main contribution of the present study is providing empirical evidence to predict emotional engagement from novel perspectives through a two-stage approach.
{"title":"The role of emotion regulation in predicting emotional engagement mediated by meta-emotion in online learning environments: a two-stage SEM-ANN approach","authors":"Changqin Huang, Linjie Zhang, Tao He, Xuemei Wu, Yafeng Pan, Zhongmei Han, Wenzhu Zhao","doi":"10.1080/01443410.2023.2254524","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254524","url":null,"abstract":"Abstract Understanding the mechanism of emotion regulation and the formation of emotional engagement can improve online learning persistence and academic performance. This study was set to pinpoint the potential pathways between emotion regulation and emotional engagement through meta-emotion and develop a predictive model for online emotional engagement. The data collected from 302 college students were analysed using a two-stage structural equation modelling-artificial neural network approach. Firstly, the path analysis implied the significant linkages from emotion regulation to emotional engagement through emotional repair. Secondly, the artificial neural network analysis results suggested that emotional repair contributed to the development of emotional engagement most, and the current model predicted emotional engagement with an accuracy of 91.1%. The main contribution of the present study is providing empirical evidence to predict emotional engagement from novel perspectives through a two-stage approach.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"736 - 755"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/01443410.2023.2254015
E. Panadero, Daniel García-Pérez, Javier Fernández Ruiz, J. Fraile, Iván Sánchez-Iglesias, Gavin T. L. Brown
Abstract This study explored the effects of three factors (feedback occasion, type of feedback, and year level) on self-efficacy and emotions when university students self-assessed. 126 higher education students from three different year levels self-assessed their performance on a writing task two times (before and after receiving feedback). Self-efficacy and emotions were measured via self-report at three times (a baseline before self-assessment, after self-assessment without feedback, and after self-assessment with feedback). Feedback was provided in one of three conditions (rubric vs. instructor’s feedback vs. combined) to which the participants were randomly assigned. In general, rubric feedback showed the strongest effects on self-efficacy and emotions (i.e. increased positive and decreased negative emotions). Year level was significant for self-efficacy, showing that the effect of university schooling experience enhances this variable. This study shows the impact that feedback has on self-efficacy and emotions while self-assessing, with an especially positive effect for rubric feedback.
{"title":"Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback","authors":"E. Panadero, Daniel García-Pérez, Javier Fernández Ruiz, J. Fraile, Iván Sánchez-Iglesias, Gavin T. L. Brown","doi":"10.1080/01443410.2023.2254015","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254015","url":null,"abstract":"Abstract This study explored the effects of three factors (feedback occasion, type of feedback, and year level) on self-efficacy and emotions when university students self-assessed. 126 higher education students from three different year levels self-assessed their performance on a writing task two times (before and after receiving feedback). Self-efficacy and emotions were measured via self-report at three times (a baseline before self-assessment, after self-assessment without feedback, and after self-assessment with feedback). Feedback was provided in one of three conditions (rubric vs. instructor’s feedback vs. combined) to which the participants were randomly assigned. In general, rubric feedback showed the strongest effects on self-efficacy and emotions (i.e. increased positive and decreased negative emotions). Year level was significant for self-efficacy, showing that the effect of university schooling experience enhances this variable. This study shows the impact that feedback has on self-efficacy and emotions while self-assessing, with an especially positive effect for rubric feedback.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"756 - 779"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46011996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/01443410.2023.2254526
Hui Chen, Yi Zhang, Wendie Yang, Qiuchen Yu, Jiumin Yang
The study investigated the effect of an instructor’s positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth within the universe; difficult: understanding time and date calculations of Earth). The results showed that, first, students responded more positively towards the video lectures in which the instructor demonstrated a positive emotional state, compared to videos with a neutral instructor, regardless of content difficulty. Second, the content difficulty of the video lecture moderated the effect of the instructor’s positive emotion on students’ retention performance. Notably, for the easy content, the instructor’s positive emotion significantly enhanced retention performance. Third, the instructor’s positive emotion in the both easy and difficult video lectures improved students’ transfer performance. This beneficial effect was found to be mediated by students’ perceived attention during the learning process. These findings contribute to our understanding of the effects of emotional design in video lectures. Practical recommendations drawn from these findings should be interpreted with consideration of the study context and complemented with other empirical evidence, however one interpretation of these results can be that instructors should consider displaying positive emotions while teaching, particularly when delivering easier content, to improve both retention and transfer performance among students.
{"title":"Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty?","authors":"Hui Chen, Yi Zhang, Wendie Yang, Qiuchen Yu, Jiumin Yang","doi":"10.1080/01443410.2023.2254526","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254526","url":null,"abstract":"The study investigated the effect of an instructor’s positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth within the universe; difficult: understanding time and date calculations of Earth). The results showed that, first, students responded more positively towards the video lectures in which the instructor demonstrated a positive emotional state, compared to videos with a neutral instructor, regardless of content difficulty. Second, the content difficulty of the video lecture moderated the effect of the instructor’s positive emotion on students’ retention performance. Notably, for the easy content, the instructor’s positive emotion significantly enhanced retention performance. Third, the instructor’s positive emotion in the both easy and difficult video lectures improved students’ transfer performance. This beneficial effect was found to be mediated by students’ perceived attention during the learning process. These findings contribute to our understanding of the effects of emotional design in video lectures. Practical recommendations drawn from these findings should be interpreted with consideration of the study context and complemented with other empirical evidence, however one interpretation of these results can be that instructors should consider displaying positive emotions while teaching, particularly when delivering easier content, to improve both retention and transfer performance among students.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135745610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/01443410.2023.2254528
Kelly S. Mix, C. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith
Abstract The current longitudinal study measured 279 kindergartners’ (Mage =5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children’s multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. ‘Which number has [two tens]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax.
{"title":"Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures","authors":"Kelly S. Mix, C. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith","doi":"10.1080/01443410.2023.2254528","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254528","url":null,"abstract":"Abstract The current longitudinal study measured 279 kindergartners’ (Mage =5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the present study, we used the same dataset but traced kindergarten variation on both approximate and syntactic measures to children’s multidigit calculation skill in second grade. Path analyses indicated that latent approximate place value knowledge predicted later multidigit calculation performance but more precise understanding of counts and base-ten units did not. However, among the individual task predictors, Base-Ten Counting was the strongest predictor followed by a task asking for specific count of units (e.g. ‘Which number has [two tens]?') and reading and writing number names (Transcoding). Thus, multidigit calculation skills appear to develop from an emerging, but imprecise understanding of count + unit syntax.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"795 - 813"},"PeriodicalIF":3.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45644699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to examine the co-existing patterns of teachers’ satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnaire was administered to 751 primary and secondary school teachers in China during the pandemic. Latent profile analysis and multiple logistic regression were used. We found four patterns: Low satisfaction, High life–Low teaching satisfaction, Low life–Medium teaching satisfaction, and High satisfaction group. Sense of control was more associated with High life–Low teaching satisfaction group. Teaching efficacy and family interference with work were more associated with High satisfaction group. Job burnout and work interference with family were more associated with Low satisfaction and Low life–Medium teaching satisfaction group. The findings indicate the heterogeneity of teachers’ satisfaction with personal lives and online teaching during the pandemic. Grade, sense of control, teaching efficacy, job burnout, and work–family conflict are important factors.
{"title":"Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic","authors":"Bo Chen, Q. Li, Tianchang Li, Xinyue Wu, Lingyan Shen, Rui Zhen","doi":"10.1080/01443410.2023.2241688","DOIUrl":"https://doi.org/10.1080/01443410.2023.2241688","url":null,"abstract":"Abstract This study aims to examine the co-existing patterns of teachers’ satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnaire was administered to 751 primary and secondary school teachers in China during the pandemic. Latent profile analysis and multiple logistic regression were used. We found four patterns: Low satisfaction, High life–Low teaching satisfaction, Low life–Medium teaching satisfaction, and High satisfaction group. Sense of control was more associated with High life–Low teaching satisfaction group. Teaching efficacy and family interference with work were more associated with High satisfaction group. Job burnout and work interference with family were more associated with Low satisfaction and Low life–Medium teaching satisfaction group. The findings indicate the heterogeneity of teachers’ satisfaction with personal lives and online teaching during the pandemic. Grade, sense of control, teaching efficacy, job burnout, and work–family conflict are important factors.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"780 - 794"},"PeriodicalIF":3.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48493684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1080/01443410.2023.2233719
Elke Sekeris, L. De Keyser, L. Verschaffel, K. Luwel
Abstract Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of primary school by gathering strategy information through immediate trial-by-trial verbal reports on 14 addition items divided over six number size levels. Both in first and second grade children already used strategies that exhibited a basic understanding of computational estimation. For instance, their verbalizations suggested that they knew that a good estimate had to be close to the exact answer without necessarily coinciding with it. In addition to these rudimentary computational estimation strategies, we observed an increasing urge in those children to solve computational estimation problems by means of exact arithmetic. Implications for the earlier introduction of computational estimation in primary mathematics education are discussed.
{"title":"The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds","authors":"Elke Sekeris, L. De Keyser, L. Verschaffel, K. Luwel","doi":"10.1080/01443410.2023.2233719","DOIUrl":"https://doi.org/10.1080/01443410.2023.2233719","url":null,"abstract":"Abstract Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the strategies that underly it. The current study longitudinally followed the estimation capacity and strategies of 332 children from first to second grade of primary school by gathering strategy information through immediate trial-by-trial verbal reports on 14 addition items divided over six number size levels. Both in first and second grade children already used strategies that exhibited a basic understanding of computational estimation. For instance, their verbalizations suggested that they knew that a good estimate had to be close to the exact answer without necessarily coinciding with it. In addition to these rudimentary computational estimation strategies, we observed an increasing urge in those children to solve computational estimation problems by means of exact arithmetic. Implications for the earlier introduction of computational estimation in primary mathematics education are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"814 - 834"},"PeriodicalIF":3.2,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/01443410.2023.2241682
Deepak Maun, V. Chand, K. Shukla
Abstract Non-cognitive outcomes like Academic Self-efficacy (ASE) and Intrinsic Goal Orientation (IGO) have a bearing on students’ academic and life outcomes. Yet, the way teacher practices influence these outcomes has remained underexplored. We examined the influence of Teacher Innovative Behaviour (TIB) on students’ IGO and ASE within a span of one academic year (2015–16) in Indian government primary schools. Using structural equation modelling, we studied change in IGO and ASE among school students (N = 6421, grades 6–8) taught by 346 teachers with varying levels of TIB. The findings revealed that higher levels of TIB predicted higher levels of IGO but were unrelated to ASE after controlling for student demographics and prior outcomes. The independent variables collectively explained 20% and 15% of the variation in IGO and ASE. The implications of this study for teacher educators, education administrators, and policymakers are discussed.
{"title":"Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation","authors":"Deepak Maun, V. Chand, K. Shukla","doi":"10.1080/01443410.2023.2241682","DOIUrl":"https://doi.org/10.1080/01443410.2023.2241682","url":null,"abstract":"Abstract Non-cognitive outcomes like Academic Self-efficacy (ASE) and Intrinsic Goal Orientation (IGO) have a bearing on students’ academic and life outcomes. Yet, the way teacher practices influence these outcomes has remained underexplored. We examined the influence of Teacher Innovative Behaviour (TIB) on students’ IGO and ASE within a span of one academic year (2015–16) in Indian government primary schools. Using structural equation modelling, we studied change in IGO and ASE among school students (N = 6421, grades 6–8) taught by 346 teachers with varying levels of TIB. The findings revealed that higher levels of TIB predicted higher levels of IGO but were unrelated to ASE after controlling for student demographics and prior outcomes. The independent variables collectively explained 20% and 15% of the variation in IGO and ASE. The implications of this study for teacher educators, education administrators, and policymakers are discussed.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"679 - 697"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/01443410.2023.2238143
Kenneth J. Barideaux, P. Pavlik
Abstract Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display. Results indicated that the concept map lecture enhanced immediate recall accuracy; however, the type of ideas recalled is also important to consider. Compared to the listen-only lecture, the concept map and bulleted text lectures promoted more recall of main ideas rather than details. Finally, the concept map lecture mainly benefitted those with high prior science achievement. These findings suggest that the visual display in a video lecture may affect the type of ideas remembered, and prior knowledge should be considered when choosing how to present information in a video lecture.
{"title":"Enhancing memory recall during video lectures: does the visual display format matter?","authors":"Kenneth J. Barideaux, P. Pavlik","doi":"10.1080/01443410.2023.2238143","DOIUrl":"https://doi.org/10.1080/01443410.2023.2238143","url":null,"abstract":"Abstract Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display. Results indicated that the concept map lecture enhanced immediate recall accuracy; however, the type of ideas recalled is also important to consider. Compared to the listen-only lecture, the concept map and bulleted text lectures promoted more recall of main ideas rather than details. Finally, the concept map lecture mainly benefitted those with high prior science achievement. These findings suggest that the visual display in a video lecture may affect the type of ideas remembered, and prior knowledge should be considered when choosing how to present information in a video lecture.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"659 - 678"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42122136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/01443410.2023.2241685
Feng Lin, Gaoxia Zhu, Carol K. K. Chan
Abstract Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with higher prior epistemic beliefs (EB High) had better learning gains than students with lower prior epistemic beliefs (EB Low) in a different constructivist learning context—Knowledge Building. We found that EB High and EB Low students did not differ in learning gains in Knowledge Building. We also examined how EB High and EB Low students engaged in epistemic practices on Knowledge Forum. Through discourse analysis, we found that although EB High students engaged in more sophisticated epistemic practices than EB Low students did, they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how to help students with different epistemic sophistication benefit from a constructivist learning context.
{"title":"Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context?","authors":"Feng Lin, Gaoxia Zhu, Carol K. K. Chan","doi":"10.1080/01443410.2023.2241685","DOIUrl":"https://doi.org/10.1080/01443410.2023.2241685","url":null,"abstract":"Abstract Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with higher prior epistemic beliefs (EB High) had better learning gains than students with lower prior epistemic beliefs (EB Low) in a different constructivist learning context—Knowledge Building. We found that EB High and EB Low students did not differ in learning gains in Knowledge Building. We also examined how EB High and EB Low students engaged in epistemic practices on Knowledge Forum. Through discourse analysis, we found that although EB High students engaged in more sophisticated epistemic practices than EB Low students did, they both improved their epistemic practices; as time unfolded, the gaps between their epistemic practices narrowed down. This study has important implications for how to help students with different epistemic sophistication benefit from a constructivist learning context.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"583 - 603"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43783761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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