Pub Date : 2023-01-03DOI: 10.1080/00461520.2022.2134135
Carlton J. Fong, D. Schallert
Abstract When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends on appreciating the affective precursors, concomitants, and consequences of feedback. To query the literature, interrogate theories of academic motivation and emotion, and identify central motivational and emotional factors associated with feedback, we use a five-question framework: What does the feedback mean to me? How do I feel about the feedback? Can I improve from the feedback? Do I want to improve from the feedback? Am I supported by others or by the context in dealing with feedback? A conceptual review of empirically grounded and theory-driven interpretations accompanies each question to inform practice and research.
{"title":"“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research","authors":"Carlton J. Fong, D. Schallert","doi":"10.1080/00461520.2022.2134135","DOIUrl":"https://doi.org/10.1080/00461520.2022.2134135","url":null,"abstract":"Abstract When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends on appreciating the affective precursors, concomitants, and consequences of feedback. To query the literature, interrogate theories of academic motivation and emotion, and identify central motivational and emotional factors associated with feedback, we use a five-question framework: What does the feedback mean to me? How do I feel about the feedback? Can I improve from the feedback? Do I want to improve from the feedback? Am I supported by others or by the context in dealing with feedback? A conceptual review of empirically grounded and theory-driven interpretations accompanies each question to inform practice and research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72688592","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 : 2023-01-01Epub Date: 2022-09-07DOI: 10.1080/00461520.2022.2108426
Emily R Fyfe, Giulia Borriello, Megan Merrick
Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.
{"title":"A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving.","authors":"Emily R Fyfe, Giulia Borriello, Megan Merrick","doi":"10.1080/00461520.2022.2108426","DOIUrl":"10.1080/00461520.2022.2108426","url":null,"abstract":"<p><p>Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (<i>n</i>=18), mathematics (<i>n</i>=14), and problem solving (<i>n</i>=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.</p>","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10373990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10294631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1080/00461520.2022.2137804
Revathy Kumar, Jessica DeCuir-Gunby
Abstract Acknowledging that educational psychologists should be deliberate in integrating race-related issues in their research, we aim to examine the extent to which articles published in Educational Psychologist issues to date have done so. Based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3.2% of all articles published from 1963 to 2022) met the selection criteria, with twelve of these appearing in special issues devoted specifically to race and ethnicity. Review and analyses demonstrated that the articles addressed four major themes, namely: evolving conceptualization of race, ethnicity, and culture; psychological processes; cultural, contextual, and structural factors; and methodology. From 1990 to 2022 there was and is a growing awareness for greater conceptual clarity in defining race and race-related constructs. During this time period, articles reviewed suggest a growing realization of the need to take a more situated perspective and to utilize a broader repertoire of research methods in educational psychology research. No specific trends were observed across articles in the psychological issues discussed in Educational Psychologist. We conclude with recommendations for enabling the journal and the field to become more race-focused for promoting anti-racist education.
{"title":"What is the role of race in educational psychology? A review of research in Educational Psychologist","authors":"Revathy Kumar, Jessica DeCuir-Gunby","doi":"10.1080/00461520.2022.2137804","DOIUrl":"https://doi.org/10.1080/00461520.2022.2137804","url":null,"abstract":"Abstract Acknowledging that educational psychologists should be deliberate in integrating race-related issues in their research, we aim to examine the extent to which articles published in Educational Psychologist issues to date have done so. Based on an iterative search using Boolean/phrase search terms minority, ethnicity, race, culture, equity, justice, racial and ethnic, thirty-one articles (3.2% of all articles published from 1963 to 2022) met the selection criteria, with twelve of these appearing in special issues devoted specifically to race and ethnicity. Review and analyses demonstrated that the articles addressed four major themes, namely: evolving conceptualization of race, ethnicity, and culture; psychological processes; cultural, contextual, and structural factors; and methodology. From 1990 to 2022 there was and is a growing awareness for greater conceptual clarity in defining race and race-related constructs. During this time period, articles reviewed suggest a growing realization of the need to take a more situated perspective and to utilize a broader repertoire of research methods in educational psychology research. No specific trends were observed across articles in the psychological issues discussed in Educational Psychologist. We conclude with recommendations for enabling the journal and the field to become more race-focused for promoting anti-racist education.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79975911","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 : 2022-12-07DOI: 10.1080/00461520.2022.2149525
Qian Zhang, Logan Fiorella
Abstract Errors are inevitable in most learning contexts, but under the right conditions, they can be beneficial for learning. Prior research indicates that generating and learning from errors can promote retention of knowledge, higher-level learning, and self-regulation. The present review proposes an integrated theoretical model to explain two major phases of learning from self-generated errors: the Generating Errors (GE) phase, which contributes to learning via semantically related prior knowledge activation, and the Detecting and Correcting Errors (DCE) phase, which contributes to learning via self-explanation when processing and comparing one’s responses with provided reference information to promote high-quality internal feedback. Our model identifies general design principles that support each phase based on prior empirical research. We conclude by identifying research gaps and future directions regarding specific design features of the GE and DCE phases and the role of students’ emotion, motivation, and individual differences in learning from errors.
{"title":"An integrated model of learning from errors","authors":"Qian Zhang, Logan Fiorella","doi":"10.1080/00461520.2022.2149525","DOIUrl":"https://doi.org/10.1080/00461520.2022.2149525","url":null,"abstract":"Abstract Errors are inevitable in most learning contexts, but under the right conditions, they can be beneficial for learning. Prior research indicates that generating and learning from errors can promote retention of knowledge, higher-level learning, and self-regulation. The present review proposes an integrated theoretical model to explain two major phases of learning from self-generated errors: the Generating Errors (GE) phase, which contributes to learning via semantically related prior knowledge activation, and the Detecting and Correcting Errors (DCE) phase, which contributes to learning via self-explanation when processing and comparing one’s responses with provided reference information to promote high-quality internal feedback. Our model identifies general design principles that support each phase based on prior empirical research. We conclude by identifying research gaps and future directions regarding specific design features of the GE and DCE phases and the role of students’ emotion, motivation, and individual differences in learning from errors.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79790815","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 : 2022-11-30DOI: 10.1080/00461520.2022.2137673
Yixun Li, Min Wang
Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis concerning written word learning among young children. To advance the Self-Teaching Hypothesis with existing empirical evidence, methodologies and critical findings on the roles of phonological recoding, context, and word property are reviewed and analyzed systematically across target languages and types of learners. Sixty-two experimental studies from 45 articles (1995–2022) were included in the current analysis. Ample discrepancies in methodologies exist across studies. Across writing systems, language-specific word properties affect children’s self-teaching outcomes, yet evidence consistently suggests that the presence of phonological recoding supports self-teaching. Enhanced phonological recoding improves orthographic learning, whereas reduced phonological recoding hinders orthographic learning. In contrast, findings on the effect of meaningful context are mixed. Our findings advance the original Self-Teaching Hypothesis, reveal the gaps in the self-teaching research, and point out new directions for future work. Our findings also inform educational practices for enhancing written word learning.
{"title":"A systematic review of orthographic learning via self-teaching","authors":"Yixun Li, Min Wang","doi":"10.1080/00461520.2022.2137673","DOIUrl":"https://doi.org/10.1080/00461520.2022.2137673","url":null,"abstract":"Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis concerning written word learning among young children. To advance the Self-Teaching Hypothesis with existing empirical evidence, methodologies and critical findings on the roles of phonological recoding, context, and word property are reviewed and analyzed systematically across target languages and types of learners. Sixty-two experimental studies from 45 articles (1995–2022) were included in the current analysis. Ample discrepancies in methodologies exist across studies. Across writing systems, language-specific word properties affect children’s self-teaching outcomes, yet evidence consistently suggests that the presence of phonological recoding supports self-teaching. Enhanced phonological recoding improves orthographic learning, whereas reduced phonological recoding hinders orthographic learning. In contrast, findings on the effect of meaningful context are mixed. Our findings advance the original Self-Teaching Hypothesis, reveal the gaps in the self-teaching research, and point out new directions for future work. Our findings also inform educational practices for enhancing written word learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88318833","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 : 2022-10-02DOI: 10.1080/00461520.2022.2129648
Meca R. Williams-Johnson, Cheryl A. Fields-Smith
Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.
{"title":"Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions","authors":"Meca R. Williams-Johnson, Cheryl A. Fields-Smith","doi":"10.1080/00461520.2022.2129648","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129648","url":null,"abstract":"Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89274513","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 : 2022-10-02DOI: 10.1080/00461520.2022.2131554
Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass
Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model of parental involvement and more specifically the psychological construct of parental role construction. Special attention is given to sociodemographic and cultural differences that influence parent involvement in an increasingly diverse school population that offers a collective counter narrative to deficit approaches of parental involvement. The ideas and methods shared within the articles are also situated within other trends in parent involvement practices that include parents’ role in supporting students’ positive development, self-sufficiency in their academic learning and future decision-making, as well as how parents view their role amidst the increasing use of digital tools for at-home learning. Each article within the special issue considers the complexities of the context, alignment to parental role construction and involvement, and new trends and directions for research on parental involvement.
{"title":"Parental role construction leading to parental involvement in culturally distinct communities","authors":"Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass","doi":"10.1080/00461520.2022.2131554","DOIUrl":"https://doi.org/10.1080/00461520.2022.2131554","url":null,"abstract":"Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model of parental involvement and more specifically the psychological construct of parental role construction. Special attention is given to sociodemographic and cultural differences that influence parent involvement in an increasingly diverse school population that offers a collective counter narrative to deficit approaches of parental involvement. The ideas and methods shared within the articles are also situated within other trends in parent involvement practices that include parents’ role in supporting students’ positive development, self-sufficiency in their academic learning and future decision-making, as well as how parents view their role amidst the increasing use of digital tools for at-home learning. Each article within the special issue considers the complexities of the context, alignment to parental role construction and involvement, and new trends and directions for research on parental involvement.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86550392","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 : 2022-10-02DOI: 10.1080/00461520.2022.2129652
Nancy E. Hill
Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents’ understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes.
{"title":"Parental involvement in education: Toward a more inclusive understanding of parents’ role construction","authors":"Nancy E. Hill","doi":"10.1080/00461520.2022.2129652","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129652","url":null,"abstract":"Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents’ understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80605417","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 : 2022-10-02DOI: 10.1080/00461520.2022.2129651
Aryn M. Dotterer
Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.
{"title":"Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood","authors":"Aryn M. Dotterer","doi":"10.1080/00461520.2022.2129651","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129651","url":null,"abstract":"Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373737","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 : 2022-10-02DOI: 10.1080/00461520.2022.2129647
Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove
Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students’ digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents’ concerns as they support their children’s digital learning.
{"title":"Parental involvement in supporting students’ digital learning","authors":"Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove","doi":"10.1080/00461520.2022.2129647","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129647","url":null,"abstract":"Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students’ digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents’ concerns as they support their children’s digital learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83083863","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}
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