Educational Psychology Review最新文献

Students’ emotions in the classrom are highly dynamic and thus typically strongly vary from one moment to the next. Methodologies like experience sampling and daily diaries have been increasingly used to capture these momentary emotional states and its fluctuations. A recurring question is to what extent aggregated state ratings of emotions over a longer period of time are similar to self-reported traits of emotions. Thus, this study aims to investigate the extent of similarity between students’ aggregated emotional states and self-reported traits over a two-week period in three consecutive school years (N_T1 = 149, average age_T1 = 15.64 years). Six discrete emotions (enjoyment, anger, pride, anxiety, shame, and boredom) were assessed in German, English, French, and mathematics classes. We investigated similarity in terms of convergence, mean-level differences, long-term stability, and incremental predictive validity of aggregated states and self-reported traits. Results indicated substantial convergence between aggregated states and self-reported traits, with both showing similar long-term stability. However, aggregated states did not demonstrate superior predictive validity compared to self-reported traits for academic outcomes, while momentary assessments offer insights into short-term emotional fluctuations, on a person-aggregated level aggregated states and self-reported traits behave rather similarly. This suggests that both can be used interchangeably to study students’ trait-related research questions, like interindividual differences or long-term emotional processes in educational settings.

The purpose of this paper is to propose a framework to guide the study of classroom factors that promote student functioning and development within classroom settings. First, we describe a new framework, Classroom Carrying Capacity, to categorize factors in the classroom as limiting or resource factors across four domains: external, collective classroom, student, and teacher. We also describe a schema for categorizing each limiting or resource factor as density dependent vs. independent and psychosocial vs. physical. This new framework is built from a model of sustainable ecosystems from the fields of biology and environmental sciences, to conceptualize the optimal level of support that a classroom can provide. Second, we illustrate the application of Classroom Carrying Capacity by demonstrating how three areas of research inquiry may be advanced via this framework. Finally, we recommend directions and high-leverage opportunities for theoretically and empirically building on the proposed framework.

Positive teacher–student relationships are critical for motivation in secondary school yet are conceptualized and measured inconsistently in motivation research. Motivation studies that draw on relational theories typically treat teacher–student relationships as a multidimensional construct, comprising positive (e.g., closeness) and negative (e.g., conflict) dimensions. In contrast, studies drawing on motivation theories typically use unidimensional relationship measures (e.g., only closeness). Studies also differ in their measures of teacher–student relationships and in whether they study dyads (“my teacher to me”) or broader groups (“teachers to me”; “my teacher to us”), and it is unclear which approaches are most common in current adolescent motivation research and how they have shaped current understandings of relationships in the field. Given this confusion, the aim of our systematic review was to map how teacher–student relationships have been conceptualized, measured, and analyzed in adolescent motivation research published between 2010 and 2023. Using PRISMA guidelines, 237 studies and 222 unique relationship measures were identified. The findings showed that teacher–student relationships and teacher support were used interchangeably across studies, both in terms of terminology and measurement. Most studies also examined teacher–student relationships using unidimensional measures, rather than multidimensional, with dyadic and non-dyadic relationships both common. Finally, there was no clear pattern of conceptualization or measurement for specific motivation constructs. These findings raise concerns regarding alignment between theorizing and measurement of teacher–student relationships in motivation research. We offer a path forward for identifying and appropriately using existing measures of teacher–student relationships vs support, as well as highlight the need for the development of measures which critically engage with conceptual concerns regarding teacher–student relationships and which reflect an integrated understanding of core relationship components (e.g., dyadic, multidimensional) identified across relational and motivation theories.

Self-explanation serves as a constructive learning scaffold in education, actively engaging learners in the identification of knowledge gaps and the rectification of erroneous mental models. This study aimed to examine the effects of self-explanation on students’ academic performance in digital learning environments and to test the possible moderating factors in this association. We focused on two issues: (a) the effectiveness of self-explanation on academic performance; (b) moderating factors (learners’ characteristics, learning environment characteristics, inducement characteristics, and learning material characteristics) associated with different studies that may have resulted in the inconsistent findings. Based on 204 effect sizes extracted from 56 studies, we found that, compared with no self-explanation conditions, self-explanation had at least a medium effect (total: k = 204, g = 0.46; retention: k = 56, g = 0.31; transfer: k = 77, g = 0.33; mixed: k = 71, g = 0.60; immediate: k = 158, g = 0.45; delayed: k = 46, g = 0.35) in enhancing academic performance. Furthermore, moderator analysis found that studies conducted in learner-centered pacing learning environments showed larger effect sizes of self-explanation on academic performance than those conducted in system-centered pacing learning environments. Self-explanation was also more effective in concept knowledge and mixed knowledge compared to procedural knowledge. In general, this meta-analysis provided confidence in utilizing self-explanation and offered evidence-based recommendations for providing self-explanation in digital learning environments. We concluded with issues for future research, such as the necessity for additional studies on the quality of self-explanation and the establishment of standardization criteria for evaluating its quality.

The number of children experiencing poor emotional wellbeing, which can lead to clinically significant mental health conditions in the long term, is increasing rapidly, as are government initiatives outlining the ‘frontline role’ of the school in supporting children’s emotional wellbeing during critical periods such as primary-secondary school transitions. However, both concepts (‘primary-secondary school transitions’ and ‘emotional wellbeing’) are poorly and inconsistently conceptualised and/or theoretically defined. This has significant consequences for identifying and supporting children’s emotional wellbeing. The aim of this concept analysis is to report a synthesis of the extant literature and define emotional wellbeing in the context of primary-secondary school transitions as a concept of emerging importance. The Walker and Avant (2005) method was utilised as a framework. Attributes, antecedents, and empirical referents were identified through synthesis of methodological approaches (specifically an international systematic literature review, UK-wide survey and 10 focus groups) and the mapping of multiple stakeholder perspectives (specifically researchers, educational practitioners, policy influencers and/or makers, and children). Attributes of emotional wellbeing in the context of primary-secondary school transitions include children’s affective experience of navigating primary-secondary school transitions in the here-and-now (e.g. presence of both positive and negative emotions), and their evaluations of their emotional wellbeing both globally and in the context of specific domains. Antecedents include children’s perceptions of their internal and external resources to manage the demands of primary-secondary school transitions and maintain a stable affective state. Consequences (positive and negative) include academic attainment, social adjustment, and school belonging in the short-term, and mental health, life chances, and social inequalities in the long-term. Our novel conceptualisation overcomes limitations in existing understanding of both primary-secondary school transitions and emotional wellbeing, establishing a foundation for developing a more cohesive and theoretical body of work within the field. Our conceptualisation and operational definition will have notable positive implications in advancing future research, policy, and practice, which are outlined.

Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. (International Journal of Educational Research, 76, 190–21 2016) meta-analysis, which reported statistically significant positive effects across various educational settings and demographic groups. In this study, we aimed to update this previous meta-analysis by systematically examining 32 studies on cross-age tutoring. In our updated meta-analysis, we observed a small to moderate positive effect on academic outcomes for both tutors and tutees. The overall effect size was 0.34, with tutees benefiting at 0.33 and tutors at 0.39. Our moderator analyses revealed no significant differences in impact from the number of sessions, tutor type, tutee risk status, or subject area. These findings highlight the broad applicability and effectiveness of cross-age tutoring, particularly emphasizing the benefits of using older students as tutors in resource-limited settings. Further research is recommended to explore additional influencing factors.

This study tested competing theories about the effectiveness of different instructional sequences for learners with different levels of prior knowledge. Across two classroom experiments, undergraduates learned about noncovalent interactions in biochemistry by either receiving explicit instruction before problem-solving (I-PS group) or engaging in problem-solving before explicit instruction (PS-I group). Then all students completed near- and far-transfer tests on the material. In Experiment 1, participants were introductory biology students ((n=,367)), who had relatively low prior knowledge of the topic. Results indicated that the PS-I group significantly outperformed the I-PS group on the near-transfer test, providing support for productive failure. In Experiment 2, participants were biochemistry students ((n=138)), who had relatively higher prior knowledge of the topic. In contrast to Experiment 1, results indicated that the I-PS group significantly outperformed the PS-I group, providing support for cognitive load theory. Neither experiment showed significant effects of instructional sequences on the far-transfer test. Overall, the findings suggest the effects of instructional sequences on students with different levels of topic-specific prior knowledge may not be as straightforward as existing theories suggest.

Teacher autonomy support and provision of structure are crucial for students’ learning and motivation, yet it is unclear how to best blend them. Research describes autonomy support and structure as independent but mutually supportive, equivalent, and even opposite. These contradictions jeopardize the generalizability of findings across studies and hamper classroom implementation. Our meta-analysis aims to disentangle the dynamics between autonomy support and structure by synthesizing their definitions, relationships, and effects on students. Following PRISMA guidelines, 94 studies and 110 effect sizes were identified through databases (PsycINFO, ERIC, Education Research Complete, Psychology and Behavioral Sciences Collection, Teacher Reference Center, ProQuest Education Database, and ProQuest Theses & Dissertations) and forward reference searches. Dissertations and peer-reviewed articles examining teacher autonomy support and structure were included. Our synthesis revealed intertwined conceptualizations and plentiful operationalizations of autonomy support and structure. Autonomy support and structure reinforced each other, with a large effect size. This relationship was moderated by the data collection method and school level and appears to be universal. Autonomy support and structure both elevated students’ motivation, engagement, and need satisfaction with moderate to large effect sizes. Teachers who facilitate autonomy and structure were motivated to teach and felt effective as teachers. Our findings suggest blending autonomy support and structure for optimal growth of students and teachers.

To contribute to a more nuanced understanding of student belonging among Latine youth that explicitly considers race and racism, this review was centered on scholarship focused on asset-based pedagogy to examine how it contributes to Latine students’ school belonging and ethnic-racial identity. In this review, 22 studies documenting Latine students’ experiences of asset-based pedagogies across K-12 settings consistently demonstrated enhanced belonging and/or ethnic-racial identity. The review also identified evidence that asset-based pedagogies create educational contexts that promote Latine youths’ school belonging and ethnic-racial identity across developmental periods and that teacher support is important. The framework that guided the present review provides a heuristic for future research to further contribute to a robust understanding of the factors and contexts that foster student belonging for minoritized youth.

After decades of being conceptualised solely as a lack of interest, boredom has recently gained attention as an important construct in its own right. However, there is still a lack of studies focusing on the relations and developmental interplay of these two closely related constructs. This study examines the overall long-term developmental structure and interplay of students’ boredom and interest in the school domains of mathematics and German from fifth to eighth grade. We investigated German secondary school students (N = 1471) over four waves of measurement, using self-report questionnaires. Confirmatory factor analyses in preparation to the longitudinal approach revealed a significantly better fit for two- vs. one-factor models, indicating an empirical separability of boredom and interest. This was further supported by different stabilities in our latent cross-lagged models with low autoregressive paths for boredom and high paths for interest. The latent cross-lagged models also revealed that higher levels of earlier interest were related to lower levels of later boredom. Surprisingly, individuals with higher boredom scores relative to others on average increased in their interest from the second time point onwards. Findings were robust for German and mathematics. Overall, the results show that while boredom and interest have a large phenomenological overlap, they are empirically separable constructs with different levels of stability and influence each other in a distinctive manner throughout their developmental interplay. Implications for research and practice are outlined.