Educational Psychology Review最新文献

Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally, few research syntheses have examined whether researchers use different measures to screen ELLs and EL1s for RD, and whether these differences result in distinct decoding profiles between ELLs with RD and EL1s with RD. To address these gaps, this study uses a meta-analysis to examine the decoding measures used in RD assessments and whether outcomes differ for ELLs and EL1s. The findings show that real word reading assessments identify students with more pronounced decoding deficits than nonword reading assessments. Despite the use of different RD screening measures for ELLs and EL1s, the gap between ELLs with and without RD was similar to that between EL1s with and without RD. These results suggest that real word-reliant measures, which are influenced by word knowledge, provide a more comprehensive assessment of RD than nonword-reliant measures for both ELLs and EL1s. We encourage future researchers to use consistent decoding measures when screening RD in both populations, to maximize comparability of findings.

Teacher burnout, stress, and turnover are increasing globally, underscoring the need to explore ways to reduce burnout and support teacher well-being. This scoping review identifies the contents, characteristics, and results of interventions to increase teacher well-being and reduce burnout. The search was conducted using two databases (Education Research Complete and ERIC). Out of 958 studies, 46 addressed interventions to support teacher well-being or reduce teacher burnout. The data covered 7369 participants in 15 countries. Of the 46 studies, 14 used mixed methods, four qualitative approaches, and 28 used quantitative approaches. The content of the interventions primarily focused on improving individual well-being, with some interventions incorporating communal activities. The qualitative content analysis revealed a broad spectrum of intervention activities, including physical activity, mindfulness and meditation, professional development, therapy-based techniques, gratitude practices, and a mix of multiple activities. The PERMA-H model of positive psychology is applied to unify the heterogeneous field of teacher well-being intervention research. The PERMA-H model's contents were broadly consistent with the intervention's contents, emphasising engagement (E), positive emotions (P), relationships (R), and health (H). The gratitude interventions, therapy-based interventions, physical activity interventions, and most mindfulness and meditation interventions, professional development and mixed activities interventions positively contributed to teacher well-being. Overall, the review highlights the diverse methods and theoretical frameworks employed to address teacher well-being, which the PERMA-H model can unify.

There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose of this meta-analysis was to describe and evaluate recent research examining the effects of at-home, family-implemented literacy interventions for school-aged children. A total of 25 interventions across 22 studies (12 with group designs and 10 with single-case experimental designs) were analyzed. The average effect on combined literacy outcomes was estimated as g = 0.36 (p < .01; Q = 191.83; I² = 36.17) for group design studies and g = 1.50 (p < .01; Q = 114.58; I² = 38.58) for single-case experimental design studies. Notably, for group design studies, effects varied by literacy outcome type. The mean effect for code-focused outcomes (i.e., PA, decoding/word reading, spelling, text reading) was g = 0.28 (p < .01) and the mean effect for meaning-focused outcomes (i.e., vocabulary, listening comprehension, reading comprehension) was g = 0.41 (p < .01). Overall, these findings support the implementation of family-delivered literacy interventions to improve literacy outcomes for school-aged children. At the same time, this meta-analysis revealed the paucity of research examining the effects of family-implemented literacy interventions, especially for older children, indicating a need for more research on this topic.

Immersive learning is predominantly constrained to technology-based interventions but has the potential for more diverse applications. This study reports on an experiment investigating the learning affordances of psychological immersion evoked by narrative absorption. A total of 228 participants were randomly assigned to one of three forms of media, an image, a word list, and a narrative, all of which contained identical items to be memorized for immediate and delayed free recall memory tests. Other variables measured were immersion, extraneous cognitive load, and mental imagery. ANOVA and correlation analyses showed that the narrative media was found to be significantly more immersive and that it evoked mental imagery in individuals at higher levels than both the list and image media. Importantly, there was more decay in memory recall between immediate and delayed tests for those exposed to the list and the image than for those who read the narrative. This implies the utility of immersive narratives for spontaneous mental image generation, which leads to improved knowledge retention. Other implications for immersive learning theory are discussed, and practical solutions for incorporating narrative immersion in learning are also suggested.

Self-report measures are essential sources of information about learners’ studying perceptions. These perceptions also guide self-regulated learning (SRL) decisions and strategies in future studying. However, the development of self-report methods has not kept pace with other multi-modal methodological advancements, particularly in the field of self-regulated learning. The purpose of this study was to test the psychometric adequacy and predictive utility of four complementary SRL-grounded measures examining students’ perceptions of SRL during studying. Participants were two samples (N = 220; N = 473) of post-secondary students enrolled in various academic disciplines. Exploratory and confirmatory factor analyses confirmed the measurement adequacy of (a) a 4-factor SRL self-efficacy measure, (b) a 4-factor SRL importance measure, (c) a 6-factor self-regulated learning practices measure, and (d) a 6-factor academic challenges measure. The predictive validity of factors within each measure revealed that (a) prioritizing and feeling confident about planning and foundational academic behaviors positively predicted academic performance, and (b) SRL practices were either positively associated with academic performance or negatively associated with academic challenges. Despite being underrepresented in most measures of SRL, task understanding practices were found to be important for predicting academic performance beyond other SRL practices. Overall, findings indicate that student’s self-reports about SRL beliefs and practices can predict academic outcomes.

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive regulation skills acquired in combination with a specific learning strategy to the regulation of a different learning strategy (far transfer) is still under debate. While there is empirical evidence that learners can transfer metacognitive regulation between different learning strategies of the same type (e.g., from one cognitive learning strategy to another), whether transfer also occurs between learning strategies of different types is an open question. Here, we conducted an experimental field study with 5th and 6th grade students (N = 777). Students were cluster-randomized and assigned to one of three groups: two experimental groups receiving different training on the metacognitive regulation of a cognitive learning strategy and one control group receiving no training. After training, students worked on two different tasks; after each task, we measured their metacognitive regulation of a resource management strategy, that is, investing mental effort. Results (based on data from 368 students due to pandemic conditions) indicated far metacognitive regulation transfer: After training, students in the training groups were better able to metacognitively regulate their mental effort than students in the control group. Although effect sizes were small, our results support the hypothesis of far transfer of metacognitive regulation.

There is a need for robust evidence about which educational interventions work in preschool to foster children’s cognitive and socio-emotional learning (SEL) outcomes. Lab-based individually randomized experiments can develop and refine such interventions, and field-based randomized experiments (e.g., cluster randomized trials) evaluate their effectiveness in real-world daycare center settings. Applying reliable estimates of design parameters in the context of a priori power analyses is essential to ensure that the sample size of these studies is adequate to support strong statistical conclusions regarding the strength of the intervention effect. However, there is little knowledge on relevant design parameters with preschool children. We therefore utilized a systematic collection of individual participant data from four German probability samples (554 ≤ N ≤ 2928) with preschool children (aged two to six years) to estimate and meta-analyze design parameters. These parameters are relevant for planning single-level (e.g., in non-clustered lab-based settings), two-level (children nested in daycare centers), and three-level (children nested in groups, with groups nested in daycare centers) randomized intervention studies targeting cognitive and SEL outcomes assessed with three methods (standardized tests, parent ratings, and educator ratings). The design parameters depict between-group and -center differences as well as the proportion of variance in the outcomes explained by different covariate sets (socio-demographic characteristics, baseline measures, and their combination) at the child, group, and center level. In conclusion, this paper provides a rich source of design parameters, recommendations, and illustrations to support a priori power analyses for randomized intervention studies in early childhood education research.

Assessing cognitive demand is crucial for research on self-regulated learning; however, discrepancies in translating essential concepts across languages can hinder the comparison of research findings. Different languages often emphasize various components and interpret certain constructs differently. This paper aims to develop a translingual set of items distinguishing between intentionally invested mental effort and passively perceived mental load as key differentiations of cognitive demand in a broad range of learning situations, as they occur in self-regulated learning. Using a mixed-methods approach, we evaluated the content, criterion, convergent, and incremental validity of this scale in different languages. To establish content validity, we conducted qualitative interviews with bilingual participants who discussed their understanding of mental effort and load. These participants translated and back-translated established and new items from the cognitive-demand literature into English, Dutch, Spanish, German, Chinese, and French. To establish criterion validity, we conducted preregistered experiments using the English, Chinese, and German versions of the scale. Within those experiments, we validated the translated items using established demand manipulations from the cognitive load literature with first-language participants. In a within-subjects design with eight measurements (N = 131), we demonstrated the scale’s criterion validity by showing sensitivity to differences in task complexity, extraneous load manipulation, and motivation for complex tasks. We found evidence for convergent and incremental validity shown by medium-size correlations with established cognitive load measures. We offer a set of translated and validated items as a common foundation for translingual research. As best practice, we recommend four items within a reference point evaluation.

Knowledge is an important predictor and outcome of learning and development. Its measurement is challenged by the fact that knowledge can be integrated and homogeneous, or fragmented and heterogeneous, which can change through learning. These characteristics of knowledge are at odds with current standards for test development, demanding a high internal consistency (e.g., Cronbach's Alphas greater .70). To provide an initial empirical base for this debate, we conducted a meta-analysis of the Cronbach's Alphas of knowledge tests derived from an available data set. Based on 285 effect sizes from 55 samples, the estimated typical Alpha of domain-specific knowledge tests in publications was α = .85, CI90 [.82; .87]. Alpha was so high despite a low mean item intercorrelation of .22 because the tests were relatively long on average and bias in the test construction or publication process led to an underrepresentation of low Alphas. Alpha was higher in tests with more items, with open answers and in younger age, it increased after interventions and throughout development, and it was higher for knowledge in languages and mathematics than in science and social sciences/humanities. Generally, Alphas varied strongly between different knowledge tests and populations with different characteristics, reflected in a 90% prediction interval of [.35, .96]. We suggest this range as a guideline for the Alphas that researchers can expect for knowledge tests with 20 items, providing guidelines for shorter and longer tests. We discuss implications for our understanding of domain-specific knowledge and how fixed cut-off values for the internal consistency of knowledge tests bias research findings.

Psychological interventions offer a unique approach to enhancing the educational experience for university students. Unlike traditional teaching methods, these interventions directly address cognitive, emotional, and behavioural factors without requiring changes to course content, delivery methods, or involvement from the teaching team. This systematic review evaluated psychological interventions that were designed to reduce statistics anxiety, boost statistics self-efficacy, and/or foster positive attitudes toward statistics among university students enrolled in statistics courses. All included studies followed a longitudinal design with at least pre- and post-intervention assessments, comprising single group studies, randomised controlled trials, and non-randomised control studies. The protocol of this systematic review was registered with PROSPERO. Search terms were entered into five databases. The screening, assessment of risk of bias, and data extraction processes were conducted by two independent reviewers. Meta-analysis was not conducted due to the heterogeneity across the included studies. Therefore, a narrative synthesis was used to describe the results of 11 studies (1786 participants), encompassing studies targeting statistics anxiety, attitudes, self-efficacy, or a combination of these outcomes. Findings revealed that although no intervention was definitively effective in reducing statistics anxiety, some showed promise, especially those combining exposure with coping strategies. Moreover, the review identified interventions that effectively improved self-efficacy and attitudes, discussed some important methodological considerations, and provided suggestions for future psychological interventions. Finally, further empirical research is necessary to address existing limitations and fully understand the effectiveness of these interventions, particularly regarding statistics anxiety.