Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1985502
B. Kramarski, Orna Heaysman
Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.
{"title":"A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes","authors":"B. Kramarski, Orna Heaysman","doi":"10.1080/00461520.2021.1985502","DOIUrl":"https://doi.org/10.1080/00461520.2021.1985502","url":null,"abstract":"Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"38 1","pages":"298 - 311"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87461896","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 : 2021-10-02DOI: 10.1080/00461520.2021.1991357
M. Gill
Abstract The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley’s method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers’ emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings.
{"title":"Teachers’ social-emotional characteristics and student outcomes: A commentary","authors":"M. Gill","doi":"10.1080/00461520.2021.1991357","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991357","url":null,"abstract":"Abstract The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley’s method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers’ emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"10 1","pages":"323 - 332"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82821955","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 : 2021-10-02DOI: 10.1080/00461520.2021.1991799
Lisa Bardach, R. Klassen
Abstract Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers’ motivation may influence—or at least relate to—which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed.
{"title":"Teacher motivation and student outcomes: Searching for the signal","authors":"Lisa Bardach, R. Klassen","doi":"10.1080/00461520.2021.1991799","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991799","url":null,"abstract":"Abstract Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers’ motivation may influence—or at least relate to—which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"7 1","pages":"283 - 297"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87931921","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 : 2021-10-02DOI: 10.1080/00461520.2021.1991800
Fani Lauermann, R. Butler
Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape teachers’ professional decision-making, work engagement, occupational well-being, and approaches to teaching. Theoretically grounded links with students’ educational outcomes, however, remain elusive. Articles and commentaries in this special issue examine possible reasons for these puzzling results and strive to lay the foundation for theoretical cross-fertilization and an integrated research agenda focusing on whether, when, how, and why teachers’ teaching-related emotions, motivations, and self-regulation may influence—and be influenced by—students’ educational outcomes.
{"title":"The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes","authors":"Fani Lauermann, R. Butler","doi":"10.1080/00461520.2021.1991800","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991800","url":null,"abstract":"Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape teachers’ professional decision-making, work engagement, occupational well-being, and approaches to teaching. Theoretically grounded links with students’ educational outcomes, however, remain elusive. Articles and commentaries in this special issue examine possible reasons for these puzzling results and strive to lay the foundation for theoretical cross-fertilization and an integrated research agenda focusing on whether, when, how, and why teachers’ teaching-related emotions, motivations, and self-regulation may influence—and be influenced by—students’ educational outcomes.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"43 1","pages":"243 - 249"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85349754","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 : 2021-10-02DOI: 10.1080/00461520.2021.1985501
Anne C. Frenzel, L. Daniels, I. Burić
Abstract The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.
{"title":"Teacher emotions in the classroom and their implications for students","authors":"Anne C. Frenzel, L. Daniels, I. Burić","doi":"10.1080/00461520.2021.1985501","DOIUrl":"https://doi.org/10.1080/00461520.2021.1985501","url":null,"abstract":"Abstract The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"41 1","pages":"250 - 264"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90693621","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 : 2021-10-02DOI: 10.1080/00461520.2021.1991355
Fani Lauermann, Inga ten Hagen
Abstract Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research.
{"title":"Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes","authors":"Fani Lauermann, Inga ten Hagen","doi":"10.1080/00461520.2021.1991355","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991355","url":null,"abstract":"Abstract Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"265 - 282"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83056187","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 : 2021-10-02DOI: 10.1080/00461520.2021.1991356
R. Pekrun
Abstract It is plausible to assume that teachers need motivation, emotions, and self-regulation to teach and promote students’ learning. However, as documented in this special issue, extant research is inconsistent and has documented weak effects of these teacher variables at best. I discuss possible reasons for this paradoxical failure to more fully document the importance of motivation, emotion, and self-regulation. Specifically, in addition to conceptual problems, research has focused too much on using between-person designs, variables with truncated distributions and reduced variance, and samples from single Western countries. To better understand the effects of teacher variables on student outcomes, we need to (1) develop and test more fine-grained theoretical models explaining the mechanisms mediating these effects, (2) complement between-teacher research by within-teacher studies, and (3) examine teacher-student processes across cultural and historical contexts. Collaboration with other disciplines may be needed, including economics, sociology, political science, computer science, and history.
{"title":"Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable","authors":"R. Pekrun","doi":"10.1080/00461520.2021.1991356","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991356","url":null,"abstract":"Abstract It is plausible to assume that teachers need motivation, emotions, and self-regulation to teach and promote students’ learning. However, as documented in this special issue, extant research is inconsistent and has documented weak effects of these teacher variables at best. I discuss possible reasons for this paradoxical failure to more fully document the importance of motivation, emotion, and self-regulation. Specifically, in addition to conceptual problems, research has focused too much on using between-person designs, variables with truncated distributions and reduced variance, and samples from single Western countries. To better understand the effects of teacher variables on student outcomes, we need to (1) develop and test more fine-grained theoretical models explaining the mechanisms mediating these effects, (2) complement between-teacher research by within-teacher studies, and (3) examine teacher-student processes across cultural and historical contexts. Collaboration with other disciplines may be needed, including economics, sociology, political science, computer science, and history.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"97 1","pages":"312 - 322"},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73046394","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 : 2021-09-15DOI: 10.1080/00461520.2021.1975121
G. Sinatra
Abstract The psychology of science resistance, doubt, and denial has never had clearer consequences than during the COVID-19 pandemic. This manuscript explores how misconceptions about climate change, vaccines, and COVID-19 cannot be understood apart from the conscious and unconscious motivations and emotions which contribute to public (mis)understanding of science. Drawing on research presented during my Presidential Address for Division 15 of the American Psychological Association in 2020, interventions designed to upend misconceptions and promote understanding and appreciation of science in formal and informal settings are reviewed and recommendations are proposed for promoting public understanding of science in the future.
{"title":"Motivational and emotional impacts on public (mis)understanding of science","authors":"G. Sinatra","doi":"10.1080/00461520.2021.1975121","DOIUrl":"https://doi.org/10.1080/00461520.2021.1975121","url":null,"abstract":"Abstract The psychology of science resistance, doubt, and denial has never had clearer consequences than during the COVID-19 pandemic. This manuscript explores how misconceptions about climate change, vaccines, and COVID-19 cannot be understood apart from the conscious and unconscious motivations and emotions which contribute to public (mis)understanding of science. Drawing on research presented during my Presidential Address for Division 15 of the American Psychological Association in 2020, interventions designed to upend misconceptions and promote understanding and appreciation of science in formal and informal settings are reviewed and recommendations are proposed for promoting public understanding of science in the future.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"1 - 10"},"PeriodicalIF":8.8,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78540536","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 : 2021-07-27DOI: 10.1080/00461520.2021.1951734
S. Graham
Abstract This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a) the role of writing knowledge, strategies, motivation, and skills in writing and students’ growth as writers; (b) the connections between writing, language, reading, and learning; (c) the identification of effective writing practices; and (d) the current state of writing instruction in schools. For each topic, I provide examples of the logic and the different types of evidence collected in studying each area. Concluding comments focus on areas still in need of investigation.
{"title":"A walk through the landscape of writing: Insights from a program of writing research","authors":"S. Graham","doi":"10.1080/00461520.2021.1951734","DOIUrl":"https://doi.org/10.1080/00461520.2021.1951734","url":null,"abstract":"Abstract This article is an expanded version of my presentation to Division 15 (Educational Psychology) of the American Psychological Association for the Career Achievement Award for Distinguished Psychological Contributions to Education in 2019. It provides an overview of research conducted by colleagues and I that examined the following four topics: (a) the role of writing knowledge, strategies, motivation, and skills in writing and students’ growth as writers; (b) the connections between writing, language, reading, and learning; (c) the identification of effective writing practices; and (d) the current state of writing instruction in schools. For each topic, I provide examples of the logic and the different types of evidence collected in studying each area. Concluding comments focus on areas still in need of investigation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"55 - 72"},"PeriodicalIF":8.8,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76584389","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 : 2021-07-23DOI: 10.1080/00461520.2021.1939700
Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, L. Schalk, Michael Schneider
Abstract It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge, was high (r P + = .534). The predictive power of prior knowledge for learning, i.e., the correlation between pretest knowledge and normalized knowledge gains, was low (r NG + = −.059), almost normally distributed, and had a large 95% prediction interval [–.688, .621]. This strong variability falsifies general statements such as “knowledge is power” as well as “the effect of prior knowledge is negligible.” It calls for systematic research on the conditions under which prior knowledge has positive, negative, or negligible effects on learning. This requires more experiments on the processes mediating the effects of prior knowledge and thresholds for useful levels of prior knowledge.
摘要人们经常假设先验知识对学习表现有很强的预测作用。它可以通过一些过程积极地影响学习，也可以通过另一些过程消极地影响学习。我们在一项包含8776个效应量的元分析中检验了先验知识与学习之间的关系。个体差异的稳定性，即测前知识与测后知识的相关性较高(r P + = .534)。先验知识对学习的预测能力，即预试知识与归一化知识增益之间的相关性较低(r NG + = - 0.059)，几乎为正态分布，并且具有较大的95%预测区间[-]。688年,.621]。这种强烈的可变性否定了诸如“知识就是力量”以及“先验知识的影响可以忽略不计”之类的一般陈述。它要求系统地研究在哪些条件下，先验知识对学习有积极、消极或可忽略的影响。这需要在先验知识和先验知识有用水平阈值的中介过程上进行更多的实验。
{"title":"Domain-specific prior knowledge and learning: A meta-analysis","authors":"Bianca A. Simonsmeier, Maja Flaig, Anne Deiglmayr, L. Schalk, Michael Schneider","doi":"10.1080/00461520.2021.1939700","DOIUrl":"https://doi.org/10.1080/00461520.2021.1939700","url":null,"abstract":"Abstract It is often hypothesized that prior knowledge strongly predicts learning performance. It can affect learning positively mediated through some processes and negatively mediated through others. We examined the relation between prior knowledge and learning in a meta-analysis of 8776 effect sizes. The stability of individual differences, that is, the correlation between pretest and posttest knowledge, was high (r P + = .534). The predictive power of prior knowledge for learning, i.e., the correlation between pretest knowledge and normalized knowledge gains, was low (r NG + = −.059), almost normally distributed, and had a large 95% prediction interval [–.688, .621]. This strong variability falsifies general statements such as “knowledge is power” as well as “the effect of prior knowledge is negligible.” It calls for systematic research on the conditions under which prior knowledge has positive, negative, or negligible effects on learning. This requires more experiments on the processes mediating the effects of prior knowledge and thresholds for useful levels of prior knowledge.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"2 1","pages":"31 - 54"},"PeriodicalIF":8.8,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79530676","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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